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Exploring the Valuation of Assessment Methods by Teachers, Teacher Leaders, and Leaders : = An Analysis of Values Alignment and Educator Perceptions.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Exploring the Valuation of Assessment Methods by Teachers, Teacher Leaders, and Leaders :/
其他題名:	An Analysis of Values Alignment and Educator Perceptions.
作者:	Shimmel, Tiffany M.
面頁冊數:	1 online resource (138 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
標題:	Educational evaluation. -
電子資源:	click for full text (PQDT)
ISBN:	9798837527708

Exploring the Valuation of Assessment Methods by Teachers, Teacher Leaders, and Leaders : = An Analysis of Values Alignment and Educator Perceptions.
Shimmel, Tiffany M.

Exploring the Valuation of Assessment Methods by Teachers, Teacher Leaders, and Leaders :An Analysis of Values Alignment and Educator Perceptions. - 1 online resource (138 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ed.D.)--Lehigh University, 2022.

Includes bibliographical references

Agreement between stakeholders in a school change initiative can positively impact its success (Branson, 2008; Donnell & Gettinger, 2015); however, agreement has been largely unexplored within the context of a change initiative and its stakeholders. The current study analyzed the agreement between three key stakeholders in a change initiative: teachers, teacher leaders, and leaders. This study is a single school design and the participating school includes stakeholders who have been involved in a long-term assessment improvement initiative. This study used Kendall's W and a series of Kruskal-Wallis tests to determine that teachers, teacher leaders, and leaders agree on the value of nine different assessment methods with only a few exceptions. These analyses also indicated that teacher leaders agree slightly more with the leader group than the teacher group. This study used a hierarchical multiple regression to determine that a very weak relationship exists between a teacher's level of agreement with their leaders and a teacher's perception of the current assessment initiative's progress. Implications for school leaders and future studies in this line of inquiry are also discussed based on these findings.

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

Mode of access: World Wide Web

ISBN: 9798837527708Subjects--Topical Terms:

555501
Educational evaluation.
Subjects--Index Terms:

AgreementIndex Terms--Genre/Form:

554714
Electronic books.

Exploring the Valuation of Assessment Methods by Teachers, Teacher Leaders, and Leaders : = An Analysis of Values Alignment and Educator Perceptions.
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520 $a Agreement between stakeholders in a school change initiative can positively impact its success (Branson, 2008; Donnell & Gettinger, 2015); however, agreement has been largely unexplored within the context of a change initiative and its stakeholders. The current study analyzed the agreement between three key stakeholders in a change initiative: teachers, teacher leaders, and leaders. This study is a single school design and the participating school includes stakeholders who have been involved in a long-term assessment improvement initiative. This study used Kendall's W and a series of Kruskal-Wallis tests to determine that teachers, teacher leaders, and leaders agree on the value of nine different assessment methods with only a few exceptions. These analyses also indicated that teacher leaders agree slightly more with the leader group than the teacher group. This study used a hierarchical multiple regression to determine that a very weak relationship exists between a teacher's level of agreement with their leaders and a teacher's perception of the current assessment initiative's progress. Implications for school leaders and future studies in this line of inquiry are also discussed based on these findings.
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