國立虎尾科技大學 |

A Qualitative Study of Principals' Perception as Implementers of the Teacher Evaluation Model, AchieveNJ, and Federal Education Policies in an Urban Public School District in New Jersey.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Qualitative Study of Principals' Perception as Implementers of the Teacher Evaluation Model, AchieveNJ, and Federal Education Policies in an Urban Public School District in New Jersey./
作者:	Liz-Morell, Petra A.
面頁冊數:	1 online resource (140 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9798381177848

A Qualitative Study of Principals' Perception as Implementers of the Teacher Evaluation Model, AchieveNJ, and Federal Education Policies in an Urban Public School District in New Jersey.
Liz-Morell, Petra A.

A Qualitative Study of Principals' Perception as Implementers of the Teacher Evaluation Model, AchieveNJ, and Federal Education Policies in an Urban Public School District in New Jersey. - 1 online resource (140 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: A.

Thesis (Ed.D.)--Seton Hall University, 2024.

Includes bibliographical references

The study explores the implementation of teacher evaluation models and federal education policies, particularly AchieveNJ, in an urban public school district in New Jersey. It focuses on principals' experiences and perceptions, uncovering their challenges and thoughts on the policy's effectiveness in enhancing teacher performance and student learning outcomes. The research delves into the complexities and uncertainties principals face, examining how these align with their leadership practices and impact policy execution. It also investigates the contextual factors influencing AchieveNJ's execution and effectiveness, providing insights for future policy formulation and practical implementation.A key aspect of the study is its use of Festinger's Cognitive Dissonance Theory to analyze principals' psychological responses when their beliefs conflict with policy requirements. This offers a nuanced understanding of their decision-making processes. The study's significance lies in its detailed examination of the challenges in implementing teacher evaluation models and education policies in urban districts, contributing valuable insights for developing effective educational policies and strategies.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381177848Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

AchieveNJIndex Terms--Genre/Form:

554714
Electronic books.

A Qualitative Study of Principals' Perception as Implementers of the Teacher Evaluation Model, AchieveNJ, and Federal Education Policies in an Urban Public School District in New Jersey.
LDR:02773ntm a22004097 4500 001 1146248
005 20240812064351.5
006 m o d
007 cr bn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798381177848
035 $a (MiAaPQ)AAI30819844
035 $a AAI30819844
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Liz-Morell, Petra A. $3 1471606
245 1 2 $a A Qualitative Study of Principals' Perception as Implementers of the Teacher Evaluation Model, AchieveNJ, and Federal Education Policies in an Urban Public School District in New Jersey.
264 0 $c 2024
300 $a 1 online resource (140 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
500 $a Advisor: Marks-Stewart, Eloise.
502 $a Thesis (Ed.D.)--Seton Hall University, 2024.
504 $a Includes bibliographical references
520 $a The study explores the implementation of teacher evaluation models and federal education policies, particularly AchieveNJ, in an urban public school district in New Jersey. It focuses on principals' experiences and perceptions, uncovering their challenges and thoughts on the policy's effectiveness in enhancing teacher performance and student learning outcomes. The research delves into the complexities and uncertainties principals face, examining how these align with their leadership practices and impact policy execution. It also investigates the contextual factors influencing AchieveNJ's execution and effectiveness, providing insights for future policy formulation and practical implementation.A key aspect of the study is its use of Festinger's Cognitive Dissonance Theory to analyze principals' psychological responses when their beliefs conflict with policy requirements. This offers a nuanced understanding of their decision-making processes. The study's significance lies in its detailed examination of the challenges in implementing teacher evaluation models and education policies in urban districts, contributing valuable insights for developing effective educational policies and strategies.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Educational evaluation. $3 555501
650 4 $a Education policy. $3 1107727
653 $a AchieveNJ
653 $a Cognitive Dissonance Theory
653 $a Decision making process
653 $a Federal education policies
653 $a Teacher evaluation model
653 $a Urban public school districts
655 7 $a Electronic books. $2 local $3 554714
690 $a 0458
690 $a 0443
690 $a 0449
710 2 $a Seton Hall University. $b Education Leadership, Management and Policy. $3 1186378
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-06A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30819844 $z click for full text (PQDT)