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ERIC Number: EJ1250188
Record Type: Journal
Publication Date: 2020-Apr-13
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1068-2341
EISSN: N/A
How Middle School Special and General Educators Make Sense of and Respond to Changes in Teacher Evaluation Policy
Braun, Alisha M. B.; Youngs, Peter
Education Policy Analysis Archives, v28 n59 spec iss Apr 2020
In this multiple case study, we apply sense-making theory to examine and compare how middle school special and general educators perceive and respond to teacher evaluation reform, including formal classroom observations, informal walk-throughs, and student growth measures. Our findings reveal that special educators experience conflict between the policy's main elements and their understandings of how to effectively teach students with disabilities. Furthermore, special and general educators held contrasting beliefs regarding the appropriateness of evaluation. Our findings illustrate the importance of acknowledging differences in special and general educators' roles and responsibilities and encourage policymakers to reconsider uniform teacher evaluation policies.
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia
Identifiers - Laws, Policies, & Programs: Every Student Succeeds Act 2015
Grant or Contract Numbers: N/A