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From Tinkering to Going "Rogue": How Principals Use Agency When Enacting New Teacher Evaluation Systems
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Donaldson, Morgaen L.; Woulfin, Sarah – Educational Evaluation and Policy Analysis, 2018
Despite major changes to teacher evaluation since 2009, scant research examines how principals enact these policies. Drawing on qualitative interviews with 44 principals in 13 Connecticut districts, we use structure-agency theory to characterize how principals improvised when implementing the state evaluation model. We find that principals' use of…
Descriptors: Teacher Evaluation, Evaluation Methods, Principals, School Districts
Approaches for Combining Multiple Measures of Teacher Performance: Reliability, Validity, and Implications for Evaluation Policy
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Martínez, José Felipe; Schweig, Jonathan; Goldschmidt, Pete – Educational Evaluation and Policy Analysis, 2016
A key question facing teacher evaluation systems is how to combine multiple measures of complex constructs into composite indicators of performance. We use data from the Measures of Effective Teaching (MET) study to investigate the measurement properties of composite indicators obtained under various conjunctive, disjunctive (or complementary),…
Descriptors: Teacher Evaluation, Outcome Measures, Evaluation Methods, Educational Policy
Comparing and Contrasting the National Research Council Report "On Evaluating Curricular Effectiveness" with the What Works Clearinghouse Approach
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Confrey, Jere – Educational Evaluation and Policy Analysis, 2006
This article summarizes the findings of the National Research Council (NRC) report "On Evaluating Curricular Effectiveness" and examines the reviews in middle grades mathematics undertaken by the What Works Clearinghouse (WWC). The NRC report reviewed and assessed 147 key evaluations of 13 National Science Foundation-supported K-12 mathematics…
Descriptors: Program Effectiveness, Elementary Secondary Education, Quasiexperimental Design, Content Analysis