Research on School Teacher Evaluation

Peterson, Kenneth D.

doi:10.1177/019263650408863906

Cited by 43 publications

(59 citation statements)

References 29 publications

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“…There is much debate as to whether both can be achieved within a single appraisal system. Some researchers (Peterson 2004;Walker and Dimmock 2000;Wise et al 1985) argue that accountability and professional development are contradictory and mutually exclusive purposes that naturally lend themselves to different appraisal methods and procedures. Peterson (2004) maintains that this distinction has practical significance because the two functions need separate procedures and persons who perform them.…”

Section: Introductionmentioning

confidence: 99%

A case study of teacher appraisal in Shanghai, China: in relation to teacher professional development

Zhang

2011

Asia Pacific Educ. Rev.

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Literature has confirmed that teacher appraisal can and should facilitate the professional development of teachers. In the past, teacher appraisal in China has been conducted mainly for administrative purposes; nowadays, it is increasingly being viewed as a means of teacher professional development. However, the way in which teacher appraisal affects teacher professional development has not been fully recognized. This case study, of a junior secondary school in Shanghai, China, explores how teacher appraisal has been carried out and how teachers and administrators have perceived it in relation to teacher professional development. The research findings identify the mechanism by which the teacher appraisal system in question facilitates professional development. The system creates pressure and extrinsic incentives that 'push and pull' teachers to improve, and supports their growth through guidance and directions. In addition, environmental factors such as school culture contribute to the positive impacts that teacher appraisal has on professional development.

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Section: Introductionmentioning

confidence: 99%

A case study of teacher appraisal in Shanghai, China: in relation to teacher professional development

Zhang

2011

Asia Pacific Educ. Rev.

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“…My father learned about farming from his father, from his neighbors, and from extension workers. Some of what he knows could be written down (explicit knowledge) and some cannot (tacit knowledge) (Peterson, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…This is lead toward waste of time, cost, and difficulties to find and applying the knowledge when it was needed (Peterson, 2004). Therefore, there is a need for the teacher to organize and produce a mechanism to manage the personal knowledge of teachers as an asset as well as knowledge capital for future purposes especially related to enhance the teacher profession and student achievement, so that It will become more efficiency in school administration as well as to increase good relation with the parents.…”

Section: Introductionmentioning

confidence: 99%

Towards a Personal Knowledge Model (PKM) in Collaborative Environment of School Teachers’ Community

Abdullah

Talib²

2012

CIS

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This paper discusses the concept of teachers' community of practice (CoP) based on personal knowledge management (PKM) in order to facilitate knowledge sharing among them. There are some knowledge are scatted and not well manage around the school teachers. This is lead toward waste of time, cost, and difficulties to find and applying the knowledge when it was needed. In order to solve these problems a PKM model is proposed. The result reveals that in managing the knowledge, the process distribution of its importance in term of knowledge acquisition, storage, dissemination, and their application, encouraging teachers CoP learning, teaching cooperation and knowledge sharing, establishing performance assessment mechanism of knowledge applications and development.Keywords: personal knowledge, personal knowledge management (PKM), knowledge management (KM), school teacher and community of practice (CoP)

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“…While parents potentially are an important consideration in teacher evaluation, teacher evaluation systems have not often systematically incorporated parent views (Loup et al, 1996;Peterson, 2004). However, recent developments highlight the potential of parent data (Ostrander, 1995;Peterson, 1989a and b;Stronge & Ostrander, 1997) and demonstrate the need for continued research and development for this data source.…”

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confidence: 99%

Parent Surveys for Teacher Evaluation

Peterson

Wahlquist²,

Brown

et al. 2003

J Pers Eval Educ

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Parent or guardian perceptions play a specialized role in the evaluation of school teachers. Parents are important stakeholders in teacher success, they are in some instances partners in the teachers' work, parents have unique personal information about student learning, and they can report on the teacher duties to inform parents about the classroom and child progress. This study analyzed the responses of parents to 12 survey items concerning teacher performance in 201 classrooms. The surveys were used as part of an innovative teacher evaluation program in which teachers elected to include parent feedback as one objective data source for annual review. In this study three factors emerged as important concerns for parents: humane treatment of students, support for pupil learning, and effective communication and collaboration with parents. Recommendations for use of specific survey items can be based on the empirical results of this sampling. The data gathered by parent surveys define one dimension of quality which may vary in importance from one teacher to another.Keywords parent surveys . parent evaluation . client surveys Educators describe four ways in which teachers' work with parents and guardians of their students can be related to teacher evaluation. One teacher duty is to inform parents about the education and progress of their individual children (Dwyer, 1995;Scriven, 1988). Second, teachers are partners and collaborators with parents in pupil

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Research on School Teacher Evaluation

Cited by 43 publications

References 29 publications

A case study of teacher appraisal in Shanghai, China: in relation to teacher professional development

A case study of teacher appraisal in Shanghai, China: in relation to teacher professional development

Towards a Personal Knowledge Model (PKM) in Collaborative Environment of School Teachers’ Community

Parent Surveys for Teacher Evaluation

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