Investing in Development: Six High-Performing, High-Poverty Schools Implement the Massachusetts Teacher Evaluation Policy

Autor:	Susan Moore Johnson, Nicole S. Simon, Stefanie K. Reinhorn
Rok vydání:	2017
Předmět:	Semi-structured interview Medical education 05 social sciences 050301 education Charter Context (language use) Sensemaking Education Summative assessment Content analysis 0502 economics and business Accountability 050207 economics Psychology 0503 education Qualitative research
Zdroj:	Educational Evaluation and Policy Analysis. 39:383-406
ISSN:	1935-1062 0162-3737
DOI:	10.3102/0162373717690605
Popis:	We studied how six high-performing, high-poverty schools in one large Massachusetts city implemented the state’s new teacher evaluation policy. The sample includes traditional, turnaround, restart, and charter schools, each of which had received the state’s highest accountability rating. We sought to learn how these successful schools approached teacher evaluation, including classroom observations, feedback, and summative ratings. We interviewed 142 teachers and administrators and analyzed data using sensemaking theory, which considers how individuals’ knowledge and beliefs, the context in which they work, and the policy stimuli they encounter affect implementation. All schools prioritized the goal of developing their teachers over holding them accountable. The spillover effects of additional policies affected how these schools approached implementation.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::52858055806a3c258651242ca25b6b9d https://doi.org/10.3102/0162373717690605 Zobrazit plný text záznamu