國立虎尾科技大學 |

Teachers Perception of the Evaluation Process on Classroom Instruction.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teachers Perception of the Evaluation Process on Classroom Instruction./
作者:	DeWitt, Danny.
面頁冊數:	1 online resource (105 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
標題:	Educational evaluation. -
電子資源:	click for full text (PQDT)
ISBN:	9780355929638

Teachers Perception of the Evaluation Process on Classroom Instruction.
DeWitt, Danny.

Teachers Perception of the Evaluation Process on Classroom Instruction. - 1 online resource (105 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Southwest Baptist University, 2018.

Includes bibliographical references

The subject of school improvement and accountability continues to be a discussion topic of legislators and organizational leaders nationwide. In Missouri, the focus has shifted somewhat from the student to the teacher. Teacher improvement and growth are now at the forefront of discussions when organizations look at school reform. School administrators are now tasked with focusing more on teacher growth in their evaluation of their staff. This has caused a new approach to the teacher evaluation process in Missouri. The goal of this study was to determine perceptions about the teacher evaluation process in their respective school districts. Research questions were answered through distributing surveys and collecting responses from the respondents. Respondents were asked to answer questions regarding the evaluation tool and the process itself. According to the statistical data, the responses seemed to indicate there was a difference of opinion among teachers based on their professional development practices and evaluation tool being used. On this basis it is determined that there are slight variances of perceptions of the evaluation process based on the different evaluation tools being used and the size of the school being surveyed. Further research could be undertaken to identify factors that could make the evaluation process more seamless for districts during implementation.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355929638Subjects--Topical Terms:

555501
Educational evaluation.
Index Terms--Genre/Form:

554714
Electronic books.

Teachers Perception of the Evaluation Process on Classroom Instruction.
LDR:02556ntm a2200325K 4500 001 914860
005 20180724121431.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355929638
035 $a (MiAaPQ)AAI10816409
035 $a (MiAaPQ)sbuniv:10061
035 $a AAI10816409
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a DeWitt, Danny. $3 1188242
245 1 0 $a Teachers Perception of the Evaluation Process on Classroom Instruction.
264 0 $c 2018
300 $a 1 online resource (105 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: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Michael Arnold.
502 $a Thesis (Ed.D.)--Southwest Baptist University, 2018.
504 $a Includes bibliographical references
520 $a The subject of school improvement and accountability continues to be a discussion topic of legislators and organizational leaders nationwide. In Missouri, the focus has shifted somewhat from the student to the teacher. Teacher improvement and growth are now at the forefront of discussions when organizations look at school reform. School administrators are now tasked with focusing more on teacher growth in their evaluation of their staff. This has caused a new approach to the teacher evaluation process in Missouri. The goal of this study was to determine perceptions about the teacher evaluation process in their respective school districts. Research questions were answered through distributing surveys and collecting responses from the respondents. Respondents were asked to answer questions regarding the evaluation tool and the process itself. According to the statistical data, the responses seemed to indicate there was a difference of opinion among teachers based on their professional development practices and evaluation tool being used. On this basis it is determined that there are slight variances of perceptions of the evaluation process based on the different evaluation tools being used and the size of the school being surveyed. Further research could be undertaken to identify factors that could make the evaluation process more seamless for districts during implementation.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational evaluation. $3 555501
650 4 $a Education. $3 555912
655 7 $a Electronic books. $2 local $3 554714
690 $a 0443
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Southwest Baptist University. $b Education. $3 1188243
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10816409 $z click for full text (PQDT)