ERIC Number: EJ1134957
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
The Impact of a High Stakes Teacher Evaluation System: Educator Perspectives on Accountability
Moran, Renee M. R.
Educational Studies: Journal of the American Educational Studies Association, v53 n2 p178-193 2017
The use of student achievement data to evaluate an individual teacher's effectiveness has become a new focus in educational policy. This article focuses on the underresearched teacher perception of this new policy measure. Drawing on ethnographic research procedures, this article explores how first-grade teachers in one state navigated a new high-stakes teacher evaluation system. Although the results indicate that teachers have a desire for accountability, findings also show a variety of beliefs on the validity of teacher evaluation, as well as differing applications of scoring measures across school contexts.
Descriptors: Accountability, Teacher Evaluation, Teacher Attitudes, Ethnography, Grade 1, Beliefs, Educational Policy, High Stakes Tests, Academic Achievement, Value Added Models, Instructional Effectiveness, Interviews, Scoring, Qualitative Research, Observation, Elementary School Teachers
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Tennessee
Grant or Contract Numbers: N/A