Applying Knowledge Management in Teacher Evaluation Systems

Autor/in	Essandoh, Albert
Titel	Applying Knowledge Management in Teacher Evaluation Systems
Quelle	(2013), (404 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-0316-2
Schlagwörter	Hochschulschrift; Dissertation; Knowledge Management; Teacher Evaluation; Teacher Effectiveness; Case Studies; School Districts; Qualitative Research; Semi Structured Interviews; Teachers; Principals; Administrators; Computational Linguistics; Peer Evaluation; Best Practices; Educational Strategies; Human Capital; Total Quality Management; Educational Administration + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Wissensmanagement; Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Case study; Fallstudie; Case Study; School district; Schulbezirk; Qualitative Forschung; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Linguistics; Computerlinguistik; Lehrstrategie; Humankapital; Quality management; Qualitätsmanagement; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	Teacher evaluations are underused in public schools, resulting in the loss of knowledge critical to professional development. Knowledge management (KM) theory offers approaches that can lead to improvements in the effectiveness of evaluations and teacher performance. This multiple case study of 9 campuses in an exemplary school district illustrates how KM has been used to improve teacher evaluations leading to improved teacher performance. Qualitative data on teacher evaluation strategies, procedures, and outcomes were gathered through the use of an interview protocol developed in a pilot study and employed in semi-structured interviews with 22 teachers, 6 principals, and 4 district administrators. Textual analysis of transcripts and evaluation-related documents revealed consistent observations and behaviors that were categorized and developed into an initial set of themes; these themes were confirmed by peer review before being linked to KM literature. The cross case analysis led to the formulation of 11 KM best practices including Implementing Highly Effective Strategies. Results of this study indicate the importance of using KM to improve human capital in schools by maintaining a deep commitment to meeting students' needs, applying multiple evaluations for continuous improvement, and maintaining highly competent faculty. The social implications include confirmation of the need for a holistic approach to teacher evaluations using best practices, to assess and guide teachers' professional growth, offer continued training for teachers and administrators in the development and use of self-improvement plans, and further develop knowledge sharing opportunities among school stakeholders. The study also provides a basis for further research and broader applications of KM to improve intellectual capital and student academic performances in public schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01