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Teacher Evaluation in Indiana : Principals' Use and Perception of Field-Based Practices.

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Title: Teacher Evaluation in Indiana : Principals' Use and Perception of Field-Based Practices.
Authors: Boyland, Lori1 lgboyland@bsu.edu, Harvey, Michael W.2, Quick, Marilynn1, Choi, Youngkung3
Source: International Journal of Educational Reform. Fall2014, Vol. 23 Issue 4, p270-293. 24p.
Subject Terms: *Teacher evaluation, *Educational change, *Elementary school principals, *Elementary school teachers, *Education
Geographic Terms: Indiana
Abstract: Teacher evaluation is an important component of the education reform agenda. This study gathered and examined information regarding teacher evaluation practice in Indiana, which was needed before wide-scale implementation of new models mandated by recent legislation. Information was received from 477 principals regarding their current use and perceptions of effectiveness of summative, formative, and emergent evaluation methods. Elementary and secondary principals reported high use and effectiveness of many summative and several formative methods but reported low use of most emergent practices and disagreed that these methods were effective. Recommendations are provided to facilitate field-based support when implementing new models. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Educational Reform is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Educational+Reform%22">International Journal of Educational Reform</searchLink>. Fall2014, Vol. 23 Issue 4, p270-293. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+evaluation%22">Teacher evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+school+principals%22">Elementary school principals</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+school+teachers%22">Elementary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink>
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  Data: Teacher evaluation is an important component of the education reform agenda. This study gathered and examined information regarding teacher evaluation practice in Indiana, which was needed before wide-scale implementation of new models mandated by recent legislation. Information was received from 477 principals regarding their current use and perceptions of effectiveness of summative, formative, and emergent evaluation methods. Elementary and secondary principals reported high use and effectiveness of many summative and several formative methods but reported low use of most emergent practices and disagreed that these methods were effective. Recommendations are provided to facilitate field-based support when implementing new models. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Educational Reform is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=112832073
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        Value: 10.1177/105678791402300403
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        Text: English
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      – SubjectFull: Educational change
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      – SubjectFull: Elementary school principals
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      – SubjectFull: Elementary school teachers
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      – SubjectFull: Education
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              Text: Fall2014
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