Teaching Quality across School Settings

Autor/inn/en	Cohen, Julie; Brown, Michelle
Titel	Teaching Quality across School Settings
Quelle	In: New Educator, 12 (2016) 2, S.191-218 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2016.1156459
Schlagwörter	Teacher Effectiveness; Merit Rating; Achievement Rating; Achievement Gains; Teacher Evaluation; Language Arts; Classroom Observation Techniques; Lesson Observation Criteria; Protocol Analysis; Longitudinal Studies; Qualitative Research; Statistical Analysis; Models; Outcome Measures; Middle School Teachers; Educational Environment; Interviews; Scores; School Effectiveness; Low Achievement; High Achievement; Multivariate Analysis; New York + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Analytische Arbeitsbewertung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Achievement gain; Leistungssteigerung; Teacher appraisal; Lehrerbeurteilung; Sprachkultur; Unterrichtsmitschau; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Qualitative Forschung; Statistische Analyse; Analogiemodell; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interviewing; Interviewtechnik; Schuleffizienz; Unterdurchschnittliche Leistung; Multivariate Analyse
Abstract	Districts are increasingly making personnel decisions based on teachers' impact on student-achievement gains and classroom observations. In some schools, however, a teacher's practices and their students' achievement may reflect not just individual but collaborative efforts. In other settings, teachers' instruction benefits less from the insights and support of their colleagues. This article analyzes multiple measures of teacher and teaching quality for 24 language arts teachers in New York City who teach in different types of school environments. Teachers in different value-added quartiles were observed and scored using two protocols, PLATO and CLASS. Schools were categorized as more and less functional using Department of Education environment grades. To compare the practices of higher and lower value-added teachers in more and less functional schools, we conduct MANOVAs of observation scores and use qualitative coding of field notes. We find value-added measures and observation protocols provide confirmatory information in less functional schools but provide contradictory information about teacher quality in more functional schools. Implications for teacher education, policy, and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01