Date of Award

1-1-2013

Document Type

Dissertation

Degree Name

Ph.D.

Department

Educational Administration and Policy Studies

First Advisor

Kent Seidel

Keywords

Education Reform, Explanatory Sequential Design, Teacher Effectiveness, Teacher Evaluations

Abstract

In 2013, many public education reform efforts in the United States of America center on testing and accountability. Recent data revealed that teachers have the single greatest in-school impact on student learning; however, the methods to assess teacher effectiveness are widely criticized for not holding teachers accountable and, consequently, are experiencing significant legislative attention. In 2010, Colorado passed Senate Bill 10-191: The Great Teachers and Leaders Act to improve student learning by revising teacher and principal evaluations, including linking them to student learning data, and eradicating tenure.

Teachers, administrators, and policymakers hold critical roles in the implementation of this bill, yet little is known about how members of each group perceive their respective roles in the implementation. This explanatory sequential mixed methods study was designed to gather perception data from these three groups, through surveys and interviews. Data revealed that teachers and administrators do not have similar perceptions of many matters related to teacher evaluations, education reform, and the implementation of Senate Bill 10-191 (SB 191). The data also revealed that teachers and administrators expected they would agree on these matters. These collective findings led to multiple recommendations, such as the need for increased dialogue between teachers and administrators about their own perceptions of education reforms.

Comments

For a succinct review of this study and its prominent findings, please see the author's EPAA article: The invisible schism: Teachers' and administrators' differing perceptions of education reforms. http://epaa.asu.edu/ojs/article/view/2192/0

Provenance

Recieved from ProQuest

Rights holder

Sarah Melvoin Bridich

File size

278 p.

File format

application/pdf

Language

en

Discipline

Education policy, Educational evaluation, Educational leadership

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