Date of Award
Summer 8-23-2025
Document Type
Dissertation
Degree Name
Ph.D. in Teaching and Learning Sciences
Organizational Unit
Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction
First Advisor
Brette Garner
Second Advisor
Diane Gavin
Third Advisor
Paul Michalec
Copyright Statement / License for Reuse
All Rights Reserved.
Keywords
Taoism, Education feedback, Evaluation, Evaluation reform, Feedback, Teacher evaluation, Performativity
Abstract
Current practices in K-12 teacher evaluation look to mechanize the evaluation model, and effectuate better teaching by enforcing compliance to the evaluation model. This practice treats teachers as disseminators of instructional practice and thereby of information to students which dehumanizes teachers. The following research takes a different approach to understanding teacher evaluation by working away from fixing the evaluation model by replacing it with another model. Instead, the research examines the breadth of compliance culture, called performativity, and examines the relationship between teacher and evaluator. At the root of the research is discovering how the relationship between teacher and evaluator can usher a culture of authentic growth that entwines with current teacher evaluation practices. Key to the research is capturing genuine dialogue between teacher and evaluator, creating Cultivating Dialogic Feedback (CDF), a system of dialogic cycles that set authentic goals for the teacher, create clear measures of growth the teacher experiences, and use a wider variety of artifacts than traditional evaluations. Using design-based research (DBR), this research sets CDF in a small alternative school and explores the effect of dialogic cycles—looking to understand how dialogic feedback can strengthen instructional practices and create a truly transparent evaluation experience for teachers.
Copyright Date
8-2025
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Adrian Michael Blumenthal
Provenance
Received from ProQuest
File Format
application/pdf
Language
English (eng)
Extent
285 pgs
File Size
2.4 MB
Recommended Citation
Blumenthal, Adrian Michael, "Establishing Cultivating Dialogic Feedback (CDF): Enhancing Teacher Evaluation Through the Humanization of Teachers" (2025). Electronic Theses and Dissertations. 2620.
https://digitalcommons.du.edu/etd/2620
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons