The utility of teacher evaluation depends on meaningful teacher engagement with evaluation processes. However, critics of traditional tenure policies suggest that tenure nullifies teacher engagement with practices to improve performance. This study investigates whether tenured teachers exhibit perceptions that reflect disengagement with evaluation…

Early childhood settings have the potential to support learners with diverse learning needs, including children with disabilities. However, if educators do not feel prepared to teach children with disabilities, this potential may not be fully realized. The current study examined early childhood educators' (n = 1,296) feelings of preparedness for…

Recent surveys have provided some guidance and recommendations for the student teaching component in early childhood teacher preparation, but specific information on the focus of supervision and evaluation of student teachers is limited. The current study surveyed 128 early childhood programs in 2- and 4-year institutions of higher education…

Using statewide longitudinal teacher survey data collected in 2009 and 2010, this study examined the characteristics of teacher evaluation used to determine performance-related pay (PRP), and the association between PRP and improvement in the practice of constructivist instruction. The study found that 10.9% of middle school mathematics teachers…

Systematic evaluation is an essential tool for understanding program effectiveness. This article describes the pilot test of a statewide evaluation tool for the Supplemental Nutrition Assistance Program-Education (SNAP-Ed). A computer algorithm helped Community Nutrition Educators (CNEs) build surveys specific to their varied educational settings…

This study undertook an investigation of policy and practice related to teacher evaluation and development among Colorado school districts. A conceptual analysis was applied to a sample of teacher evaluation policies and process materials from 30 school districts. The study was based on policy objectives stipulated in state statute and best…

How many students repeat a grade each year? How do retention rates vary across states and over time? Despite extensive research on the predictors and consequences of grade retention, there is no systematic way to quantify state-level retention rates; even national estimates rely on imperfect proxy measures. We present a conceptually simple…

There is evidence to suggest that the effects of behavioral interventions may be limited to specific types of individuals, but methods for evaluating such outcomes have not been fully developed. This study proposes the use of finite mixture models to evaluate whether interventions, and, specifically, group randomized trials, impact participants…

A survey of 190 California directors of special education was conducted to investigate procedures used for evaluating special education teachers. In summary, a few districts had established distinct guidelines for the evaluation of special education teachers. (SB)

Describes the results of a student assessment of teacher performance in the North Carolina Community College System, in which 65 percent of the faculty were rated between average and above average. Concludes that student evaluation affords a powerful device for describing teacher effectiveness. (DMM)

Reports the results of a survey of the practices of 78 Michigan colleges and universities in awarding and transferring credit for nontraditional or experiential learning. (WD)

Reports the methodology and findings of a survey conducted to determine the policies and practices of Illinois community colleges and senior institutions regarding awarding credit for noncollegiate learning. Examines the types of learning experiences recognized by the colleges and the methods used to assess these experiences. (JP)

Illinois assessment personnel (N=579) completed a survey designed to shed light on which professionals use tests, which categories of children are most frequently tested, and which tests are usually used and for what purpose. (Author/SBH)

A stakeholder approach was used in the development of a statewide educational performance monitoring system in Virginia--the Educational Performance Recognition program. Stakeholder groups included teachers, superintendents, school board members, and education group representatives. Responses of 58 stakeholders surveyed were positive. (SLD)

Administration of the Student Achievement Diagnostic Questionnaire for Administrators to 1,278 Georgia teachers verified the instrument's utility for measuring several factors affecting teacher motivation, including teachers' attitudes toward principals, toward the utility of improving performance, and toward the nature of and the possibility of…