NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1250190
Record Type: Journal
Publication Date: 2020-Apr-13
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1068-2341
EISSN: N/A
Entangled Educator Evaluation Apparatuses: Contextual Influences on New Policies
Malloy, Jake
Education Policy Analysis Archives, v28 n60 spec iss Apr 2020
Drawing on an actor-network articulation of evaluation theory, this article examines the Wisconsin Department of Public Instruction's transition from a punitive teacher evaluation model to a promising new development and support model, which focuses on teacher growth and environmental adjustments. Supported by dozens of interviews and observations of teachers, school and district administrators, support staff, and regional and state education organization employees, the article explains how material, discursive, and affective entanglements within and outside the evaluation apparatus constrained the realization of the new growth model of teacher evaluation. Actor-network evaluation provides a new articulation of evaluation contextualization that provides insight into why some promising changes may run out of steam.
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
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin
Grant or Contract Numbers: N/A