Download or read book An Analysis of the Relationships Between Components of Teacher Evaluation Systems and Student Achievement in the U S and South Korea written by Jisung Yoo and published by . This book was released on 2018 with total page 468 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigates the effectiveness of the new teacher evaluation policies in the U.S. and South Korea to guarantee equal distribution of high-quality teachers. More specifically, the relationships among components of the teacher evaluation systems, teacher effectiveness, and student achievement in the U.S. and South Korea are examined. Multiple regression analysis was used to examine the relationships among all variables, while structural equation modeling was performed to examine the directional relationships among socioeconomic factors, evaluation components, teacher effectiveness, and student achievement in the two countries. As teacher evaluation systems vary across the U.S., the findings regarding the influence of the evaluation components also varied. However, a number of significant relationships between components and student achievement were revealed. One consistent significant finding was that states that effectively place student teachers with highly effective supervising teachers are likely to have higher NAEP scores. Unlike the U.S., South Korea has a national teacher evaluation system that rewards highly effective teachers with a sabbatical and requires ineffective teachers to pursue further training. Results revealed varying significant relationships emphasizing the importance of teachers' peers' and parents' participation and evaluation scores, as well as other inconsistent significant relationships between evaluation consequences (sabbaticals and professional development) and student achievement. Regarding the influence of socioeconomic factors, regions in South Korea with higher enrollment and regional revenue tend to effectively use professional development, while states in the U.S. with higher teacher-student ratios and higher federal revenue tend to effectively use merit pay and professional development, respectively. The comparative analysis focusing only on the two common components (compensation and professional development) of the U.S. and South Korea systems revealed that states in the U.S. effectively using both components tend to have lower student achievement, while student achievement in regions in South Korea with a higher number of teachers receiving sabbaticals and requiring professional development tends to be higher during some years of analysis while lower in others. The results of this in-depth comparative analysis can inform policymakers and researchers on improving teacher evaluation policy with the ultimate goal of addressing the problem of inequitable distribution of high-quality teachers.
Download or read book The Relationship Between Measures of Teacher Quality and Student Achievement written by H. Alix Gallagher and published by . This book was released on 2002 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Correlation Between Teacher Evaluations and Student Achievement written by and published by . This book was released on 2015 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The quality of education in schools today is a primary concern for all stakeholders. There is an overwhelming consensus that action must be taken to improve upon the current systems of teacher supervision, evaluation, and development as a means to improve student success rates in the short and long terms. This study is a review of current educational research accumulated from formal research studies by researchers and experts in the field of education. The main focus of this study is to determine what the existing evidence implies about how administrative supervision and evaluation of teachers directly affects student achievement. This evidence is categorized in four key areas which include: educational leaders, evaluation, and feedback to teachers; the best practices for teacher evaluation and feedback; standardized tests as determiners of teacher and student achievement; and the relationship between teacher evaluation and student achievement on standardized tests. This analysis indicates that there is a direct correlation between the quality of teachers as proven through evaluations and their students' progress and success as proven by standardized tests and other less formal measures. Ultimately, teachers who receive appropriate and consistent feedback and evaluations perform better in their teaching processes and bring about better achievement in their students."--leaf 3.
Download or read book Impacts of Teacher Evaluation and Professional Development on Student Outcomes written by Edward Crowe and published by IAP. This book was released on 2012-07-01 with total page 251 pages. Available in PDF, EPUB and Kindle. Book excerpt: This particular case study is designed to explore the extent to which a teacher evaluation system is effective. It also addresses the challenge of measuring student achievement gains when the students in question are already at the high end of the scale, a different yet important—problem in an era when many concentrate on “low-hanging fruit” or students “on the bubble” between failure and marginal performance. By presenting a realworld case, various research methods for studying issues raised by the case, and the interchange among scholars engaged in this effort, this volume will allow educational policymakers and practitioners to decide if a proposed approach is compelling and relevant for their settings. Concurrently, a comparison of various research methods addressing a real school-based problem provides an important learning tool for the research community, and for those who study and make policy.We also believe that the case study and the research designs will be useful for those with responsibility for framing and funding a research agenda in education that utilizes strong research designs applied to topics that matter to student outcomes at all levels of the U.S. education system and at all levels of pupil performance. And finally, we hope that doctoral programs that seek to prepare the next generation of education researchers will find our approach helpful in their work.
Download or read book Student Growth Measures in Policy and Practice written by Kimberly Kappler Hewitt and published by Springer. This book was released on 2016-10-05 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the intersection of policy and practice in the use of student growth measures (SGMs) for high-stakes purposes as per such educator evaluation systems. The book also focuses on examinations of educators’ perceptions of and reactions to the use of SGMs; ethical implications pertaining to the use of SGMs; contextual challenges when implementing SGMs; and legal implications of SGM use. The use of student test score data has been the cornerstone of the recent transfiguration of educator evaluation systems in forty-two states and the District of Columbia. Three leading voices on SGMs—Sean Corcoran, Henry Braun, and David Berliner—also serve as section and concluding commentators.
Download or read book The Relationship Between Teacher Evaluation Effective School Practices and Student Achievement written by Mary O'Neill Grace and published by . This book was released on 2006 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Quality Instructional Quality and Student Outcomes written by Trude Nilsen and published by Springer. This book was released on 2016-09-19 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1996 with total page 740 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Explaining Achievement Disparities Between the United States and South Korea written by Eun Jung Park and published by . This book was released on 2013 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: The educational systems and environments of the United States and South Korea drastically differ, and yet little research has focused on explaining which factors lead to differences in student achievement outcomes. Using the data on mathematics and reading literacy of 15-year-olds from the Program for International Student Assessment, this dissertation aims to reveal how student- and school-level factors are associated with student achievement outcomes within and between these two countries. I find that (1) schools are differentiated in both countries but the extent to which schools are segregated along the line of family SES is greater in the United States than in Korea; (2) Within-country examination revealed that school factors and their relationships with student achievement differ considerably between Korea and the United States. For instance, school autonomy measures have strong and positive relationship with school performance in Korea, whereas they have no statistical significant relationship with school performance in the United States. Also, school accountability measures, including positing achievement data is positively associated with student achievement in the U.S., but is negatively related with achievement in Korea; (3) Korean educational success is largely attained by the role played by parents, and to a lesser extent by the school factors. Parental involvement in education beyond the family's socioeconomic status is found to have strong relationship with student achievement; (4) Shadow education is the major factor that explains the U.S.-Korea achievement gap. The shadow education participation is positively related with student achievement in Korea, whereas it is negatively related with student achievement in the United States. Whether the finding indicates the causal relationship needs to be further examined. In other words, the question remains whether shadow education causes Korean students to achieve higher and U.S. students to achieve lower, or whether there exists the issue of self-selection, where in Korea, high achievers participate in shadow education to excel higher, and in the U.S., low-achievers participate in shadow education for remedial purposes.
Download or read book Teacher Evaluation in Practice written by Susan E. Sporte and published by . This book was released on 2016 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: Decades of research evidence have consistently suggested teachers are the most important in-school factor related to student learning and achievement. Being taught by an effective teacher has important consequences for students' academic outcomes as well as longer-term impacts on postsecondary success and lifetime earnings. Yet how to measure effective teaching, how to develop effective teachers, and how to ensure that all students have access to highly effective teaching continue to be some of the most persistent challenges facing local, state, and federal education policymakers. New teacher evaluation systems are providing a proliferation of new data on teachers that is intended to be used for both accountability and to support teachers in adjusting and improving their instructional practice. In Chicago, over the course of only a few years, district leaders and teachers have moved from an annual checklist conveying essentially no data on teacher performance to multiple classroom observations and measures of student growth that generate detailed reports with multiple pages of ratings. This paper shares findings from the following research questions about Chicago's new teacher evaluation system: (1) What is the distribution of observation and value-added ratings across schools?; (2) To what extent are evaluation scores related to school characteristics such as school poverty level, racial composition, measures of culture, and climate? Are these relationships different for value-added and observation scores?; and (3) Are evaluation scores related to teacher characteristics such as experience or certification? In addition to these questions, the authors share insights into their research-practice partnerships with both the district and the Chicago Teachers Union. Tables and figures are appended. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.].
Download or read book An Examination of the Relationship Between Teacher Performance Evaluation System Ratings and Student Achievement written by Lisa Hilberg and published by . This book was released on 2017 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: Spearman correlations for the 12 NWEA RIT scores with the four teacher effectiveness ratings—highly effective, effective, minimally effective, and ineffective—compared all effectiveness ratings with student achievement for the 2015–2016 and 2016–2017 school years. Correlations were also conducted comparing just highly effectiveness ratings with student achievement for the 2015–2016 and 2016–2017 school years. None of the 48 correlations were significant at the p
Download or read book The Relationships Between Student Evaluation of Teaching Student Achievement and Student Perception of Teacher Effectiveness written by Ric Brown and published by . This book was released on 1986 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Relationship Between Student Achievement and Summative Teacher Evaluations written by Jerry Glenn Shaffer and published by . This book was released on 1990 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Formal evaluation of teachers written by Andrea Davis Washington and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Policy Implications of a Teacher Evaluation System written by Shana H. Rafalski and published by . This book was released on 2015 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: The information in this study was valuable for understanding the relationships that exist among instructional practice scores, value-added measures, and learning gains to drive conversations with teachers regarding rigorous instruction. Observations and feedback should be a tool for improvement of instruction, but the data confirmed this process continues to be compliance based with inflated scores that do not match the level of performance of students. Changing this is strongly linked to the provision of feedback associated with improving instruction and holding teachers accountable in meeting the standards outlined in the feedback. Observers are in need of professional development on how to provide effective feedback in the areas of instruction that will make the biggest impact on student achievement. Continuing to put time and effort into implementing and monitoring evaluation systems without further training and emphasis on feedback will result in the same lack of impact on student achievement outcomes and may even undermine the role of observers in providing support to teachers.
Download or read book Teacher Evaluation Tools written by Andrea Gilbert and published by . This book was released on 2014 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to understand the relationship between teacher quality, student characteristics, teacher attributes, and student growth in reading. The legislation requirements enacted with NCLB (2002), WAEA (2013), and Chapter 29 (Wyoming Department of Education, 2010) necessitated that student achievement be a primary consideration in those evaluation systems. The importance placed on student achievement scores at federal, state, and local levels created a critical need and purpose for this study--so that educational systems and leaders may use the results to further their understanding of the connection between teacher quality, as measured by teacher evaluation systems, and student achievement. Teacher quality in Wyoming schools was determined by two evaluation tools: the Framework for Teaching (Danielson, 2013) and McREL's Teacher Evaluation System (Mid-continent Research for Education and Learning, 2009). Data were collected from five school districts and analyzed. Multiple linear regression was conducted to find the best predictors of student reading growth in grade three through grade eight. The variables entered into the model indicated student characteristics of Title 1, homeless, Hispanic, reduced lunch, and the teacher evaluation model predicted 16% of the variability in student growth in reading. In addition, an independent t-test was conducted to understand the difference in student reading growth in grade three through grade eight between teachers evaluated with Danielson or McREL models. In the comparison of the reading gain between teachers using the Danielson and the McREL model, the Danielson model showed higher gains compared to teachers using the McREL model.
Download or read book Perceptions of the Impact of a Standards based Teacher Evaluation System Based on the Danielson Framework for Teaching Model on Teaching and Student Learning written by Gerald T. Schumacher and published by . This book was released on 2004 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt:
