Effective Teacher Evaluation

Peterson, Kenneth D.; Peterson, Catherine

doi:10.4135/9781412990219

Cited by 28 publications

(49 citation statements)

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“…These characteristics are put forward by several other authors as extremely important for qualitative teacher performance appraisal (e.g. Beerens, 2000;Peterson & Peterson, 2006;Stronge & Tucker, 2003;Nolan & Hoover, 2008). Moreover, several authors (e.g.…”

Section: Effective Teacher Performance Appraisalmentioning

confidence: 96%

“…Secondly, standards should be accepted by teachers. Therefore, it is important to involve teachers in the discussion about standards and give individual teachers the opportunity to customize standards to their own practice in their personal job description (Peterson and Peterson, 2006). Thirdly, the amount of standards is important.…”

Section: Clear Standards For Teachingmentioning

confidence: 99%

“…Roberts (2003) even argues participation is essential for a fair appraisal system. Moreover, participation will stimulate teachers to increase the time and effort they put in the appraisal process (Peterson and Peterson, 2006). Consequently, taken into account the premise that teachers learn from what they do, teacher participation in teacher performance appraisal can actually stimulate the learning of teachers (Danielson and McGreal, 2000).…”

Section: Teacher Participationmentioning

confidence: 99%

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Importance of system and leadership in performance appraisal

Tuytens

Devos

2012

Personnel Review

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characteristics of the teacher performance appraisal system and the school leader for procedural justice and perceived feedback utility by teachers. Methodology: Both interviews with school leaders and a questionnaire for teachers were used to collect our data in 32 schools. Path analyses (n=298) were used to test our research model. Findings: The results indicate that teacher participation in the teacher performance appraisal system significantly influences the perceived procedural justice by teachers which in its turn significantly influences the perceived feedback utility. The role of the school leaders is found to be extremely important. Charismatic leadership influences both directly and indirectly (through procedural justice) the perceived feedback utility by teachers. Originality: Our study contributes to the research field of (teacher) performance appraisal by studying empirically appraisal system characteristics and leadership characteristics that effect appraisal reactions. In this regard, this study responds to the need for more empirical research to uncover the social context of performance appraisal, especially in the field of education where there is a general skepticism towards teacher appraisal and its possible positive outcomes.System and leadership in performance appraisal 3

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Section: Effective Teacher Performance Appraisalmentioning

confidence: 96%

Section: Clear Standards For Teachingmentioning

confidence: 99%

Section: Teacher Participationmentioning

confidence: 99%

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Importance of system and leadership in performance appraisal

Tuytens

Devos

2012

Personnel Review

View full text Add to dashboard Cite

show abstract

“…Although the terminology of colorings is borrowed from graph theory, to our knowledge the notion of signed graph coloring is new, being first described in [Peterson 2006]. Some readers may wish to consult a graph theory text such as [West 2001] for further background on graph theory and edgecolorings, or an abstract algebra text such as [Fraleigh 1967] for further background on permutations.…”

Section: Signed Graph Coloringmentioning

confidence: 99%

“…The name "trace diagrams" was first used in [Peterson 2006] and [Lawton and Peterson 2009], where diagrams were used to write down an additive basis for a certain ring of invariants. Special cases of trace diagrams have appeared before in the above works, but they are generally used only as a tool for algebraic calculation.…”

mentioning

confidence: 99%