Description
Increasing public criticism of traditional teacher evaluation systems based largely on classroom observations has spurred an unprecedented shift in the debate surrounding educational accountability policies, specifically about the purposes for and measures used to evaluate teachers.
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Contributors
- Paufler, Noelle A (Author)
- Amrein-Beardsley, Audrey L (Thesis advisor)
- Berliner, David C. (Committee member)
- Fischman, Gustavo E (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2014
Subjects
- Education
- Education Policy
- Educational evaluation
- Accountability
- Mixed Methods
- School Reform
- survey research
- Teacher effectiveness
- Value-Added Model
- Teachers--Rating of--United States--States--Evaluation.
- Teachers
- Teacher effectiveness--United States--States--Evaluation.
- Teacher effectiveness
- Effective teaching--United States--States--Evaluation.
- Effective teaching
- School administrators--United States--States--Attitudes.
- School administrators
- Teachers--United States--States--Attitudes.
- Teachers
Resource Type
Collections this item is in
Note
- Partial requirement for: Ph. D., Arizona State University, 2014Note typethesis
- Includes bibliographical references (p. 185-198)Note typebibliography
- Field of study: Educational leadership and policy studies
Citation and reuse
Statement of Responsibility
by Noelle A. Paufler