A comparison of teachers', students' and administrators' perceptions of teaching performance quality in selected K-12 schools

Wilcox, Joan Millicent Bryan

doi:10.31274/rtd-180813-10136

Cited by 8 publications

(17 citation statements)

References 33 publications

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“…3. The findings of previous research conducted by Hidlebaugh (1973), Judkins (1987), Omotani (1993), Weber (1993), Wilcox (1995), Dietz (1996), and Wilkerson (1997),…”

Section: Delimitations Of the Smdysupporting

confidence: 49%

“…4. Instrument items reflect effective teaching practices as developed and refined by researchers Hidlebaugh (1973), Judkins (1987), Weber (1992), Omotani (1992), Wilcox (1995), and Wilkerson (1997).…”

Section: Assumptions For the Studymentioning

confidence: 99%

“…Wilkerson (1994) established a norm base so that students' mean score ratings of teacher performance can be utilized for comparison purposes. Wilcox (1995) linked smdents' feedback of teacher performance to teachers' self-evaluation and correlated both with principals' evaluation. Dietz (1996) conducted a factor analysis of the 20 items from the 9-12 teacher evaluation sinrvey developed by the School Improvement Model research team and has found three distinct cluster-groups.…”

Section: Multjple-appraisersmentioning

confidence: 99%

“…A growing body of research identifies a controversy surrounding the idea of primary and elementary teachers being given feedback by the smdents they teach. Wilcox (1995) asserts that the fact that there is serious dialogue occurring among leading researchers lends credence to the importance of the subject.…”

Section: Student Feedback: a Controversial Issuementioning

confidence: 99%

“…However, proponents of smdent feedback provide evidence from both research and practice that smdents at the K-12 levels are capable of providing meaningfiil feedback relating to the strengths and weaknesses of classroom instruction (Aleamoni, 1987;Judkins, 1987;Omotani & Manatt, 1993;Weber, 1993;Wilcox, 1995). Furthermore, McKeachie (1986) asserts that if educators agree with the assumption that the purpose of education is to bring about changes in smdents, then it is apparent that information from smdents is required to provide a basis for improving teaching.…”

Section: Issues Of Bias At the K-12 Levelmentioning

confidence: 99%

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A factor analysis of K-12 student feedback items and the association of these items to criterion-referenced tests in reading, language arts, and mathematics

Kayona

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CHAPTER I. INTRODUCTION The following study was designed to exaxnine items from a set of K-I2 teacher evaluation instruments. The results of this study can be added to two decades of research by the School Improvement Model Center at Iowa State University. This center has focused on validating and improving these instruments as part of a total systems approach to teacher performance evaluation. 4 3. increase accountability by making a connection between the evaluation of teachers measured against how well smdents are learning in reading, language arts, and mathematics. Objectives of the Smdy The objectives of this smdy were to 1) factor analyze items from four (K-2, 3-5, 6-8, and 9-12) smdent feedback instruments to determine if item variables from each of the instruments cluster around common subscale factors; 2) determine if a relationship exists between items from each of the instnmients and student achievement scores in three subject areas; reading, language arts, and mathematics; 3) identify additional teaching behaviors and practices associated with effective mathematics, reading, and language arts instruction and create new items; and 4) pilot test the new items for reliability and discrimination. Research Questions This study is directed by the following questions: la. Will the 20 items from the K-2 smdent feedback instrument factor into subscales as identified by Dietz (1996) and Danielson (1996)? lb. Will the 20 items from the 3-5 smdent feedback instrument factor into subscales as identified by Dietz (1996) and Danielson (1996)? Ic. Will the 20 items from the 6-8 smdent feedback instrument factor into subscales as identified by Dietz (1996) and Danielson (1996)? Id. Will the 20 items from the 9-12 smdent feedback instrument factor into subscales as identified by Dietz (1996) and Danielson (1996)? 2a. Will factor subscales from the K-2 smdent feedback instrument be statistically reliable? 5 2b. Will factor subscales from the 3-5 stodent feedback instrument be sutistically reliable? 2c. Will factor subscales from the 6-8 smdent feedback instrument be statistically reliable? 2d. Will factor subscales from the 9-12 smdent feedback instrument be statistically reliable? 3a. Will there be an association between items from the K-2 smdent feedback instrument with smdent achievement in reading, language arts, and math? 3b. Will there be an association between items from the 3-5 smdent feedback instrument with smdent achievement in reading, language arts, and math? 3c. Will there be an association between items from the 6-8 smdent feedback instrument with smdent achievement in reading, language arts, and math? 3d. Will there be an association between items from the 9-12 smdent feedback instrument with smdent achievement in reading, language arts, and math? 4a. Will the modified and/or new items from the K-2 instrument be statistically reliable and discriminating (ability to sort)? 4b. WiU the modified and/or new items from the 3-5 instrument be sutistically reliable and discriminating (ability to sort)? 4c. Will ...

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“…3. The findings of previous research conducted by Hidlebaugh (1973), Judkins (1987), Omotani (1993), Weber (1993), Wilcox (1995), Dietz (1996), and Wilkerson (1997),…”

Section: Delimitations Of the Smdysupporting

confidence: 49%

Section: Assumptions For the Studymentioning

confidence: 99%

Section: Multjple-appraisersmentioning

confidence: 99%

Section: Student Feedback: a Controversial Issuementioning

confidence: 99%

Section: Issues Of Bias At the K-12 Levelmentioning

confidence: 99%

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A factor analysis of K-12 student feedback items and the association of these items to criterion-referenced tests in reading, language arts, and mathematics

Kayona

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Untitled

Wilkerson¹,

Manatt

Rogers³

et al. 2000

Journal of Personnel Evaluation in Education

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Students’ and staff perceptions of vocational education institution heads’ virtues

González

Pīgozne

Surikova

et al. 2019

QAE

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Purpose The relevance of institution leaders’ personal qualities for providing quality education is widely recognized. The purpose of this paper is to explore vocational education and training (VET) institution leaders’ character features. The research question was twofold: What are the features of the character of the pedagogical leaders of three Latvian VET institutions according to students, teachers and institution board members? What are the differences between respondents’ groups regarding their perceptions of leaders’ virtues? Design/methodology/approach Six members of the institution board, five teachers and six students participated in structured qualitative interviews collected in 2013 in three high-quality VET institutions from different fields (tourism, sports and maritime education). Secondary analysis of latent content was used to explore respondents’ perceptions of leaders’ virtues, using software AQUAD 7 for qualitative data analysis. Findings The results revealed significant differences between students’ and staff (teachers’ and institution board members’) perceptions: the staff members appreciated particularly leaders’ performance virtues (“teamwork orientation”) and intellectual virtues (“critical thinking”), whereas, for students, heads’ moral virtues were more relevant, especially “magnanimity”. Respondents also showed concern about VET institution leaders’ civic virtues (“neighborliness,” “community awareness,” and “communicability”). Practical implications The results suggest that different perspectives, and in particular students’ voices, should be integrated in VET leaders’ assessment process and that their continuing professional development should also address their intellectual, moral and civic virtues. Originality/value This study represents an innovative methodological trial for investigating educational institution heads’ leadership from the lens of virtue ethics.

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A comparison of teachers', students' and administrators' perceptions of teaching performance quality in selected K-12 schools

Cited by 8 publications

References 33 publications

A factor analysis of K-12 student feedback items and the association of these items to criterion-referenced tests in reading, language arts, and mathematics

A factor analysis of K-12 student feedback items and the association of these items to criterion-referenced tests in reading, language arts, and mathematics

Untitled

Students’ and staff perceptions of vocational education institution heads’ virtues

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