Search citation statements
Paper Sections
Citation Types
Publication Types
Relationship
Authors
Journals
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 ...
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 ...
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.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.