Relationships between principals' ratings of teacher performance and student achievement

Manatt, Richard P.; Daniels, Bruce E.

doi:10.1007/bf00126127

Cited by 22 publications

(12 citation statements)

References 2 publications

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“…Using Medley and Coker's (1987) findings, Manatt and Daniels (1990) conducted a study on the predictability of student achievement as it relates to performance ratings. They disagreed with Medley and Coker and discovered that principals can accurately evaluate the performance of teachers with extensive training and appropriate instrumentation and methodology to conduct a study of such.…”

Section: Student Feedback (K-12)-a Controversial Issuementioning

confidence: 99%

“…In their review of this empirical study, Manatt and Daniels (1990) asked if principals could be trained to be more effective in classroom observations and, ultimately, performance evaluation. As early as the 1970s, Menne argued that the single appraiser just wasn 't working (1972).…”

mentioning

confidence: 99%

“…Lamentably some of the lack of comfort regarding negative results may come from a career-long experience with principals' ratings which are little more than ceremonial congratulations. Most research into the validity of principals' ratings of teachers is disheartening (Medley & Coker, 1987;Manatt & Daniels, 1990). The present investigator sought to determine differences, if any, in the performance ratings of K-12 classroom teachers by principals, students and the teachers themselves.…”

mentioning

confidence: 99%

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

Wilcox

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Section: Student Feedback (K-12)-a Controversial Issuementioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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

Wilcox

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“…Manatt and Daniels (1990) used curricular-aligned testing rather than relying on norm-referenced 7 testing. Their smdy showed that criterion-referenced pretests and posttests were much more sensitive to changes in teacher behaviors than norm-referenced tests.…”

Section: Educators Need Knowledge Of the Connections Between What Teamentioning

confidence: 99%

The association of performance ratings of teachers and achievement of students in the classroom

Wilkerson

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This manuscript has been reproduced from the microfilm master. UMI fihns the text directfy fixmi the oiigiiiai or copy submitted. Thus, some thesis and dissertation copies are in typewriter fice, while others may be from any type of computer printer.The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affisct reproduction.In the unlikely event that the author did not send UMI a complete manuscript and there are nussing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, b^inning at the upper left-hand comer and continuing from left to right in equal sections with small oveil^s. Each original is also photographed in one exposure and is included in reduced form at the back of the book.

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“…Some studies have indicated that without the proper training, the possibility of rater bias exists among teacher evaluators (D. Newsum, 1990). Manatt and Daniels (1990) reported that when appropriate instruments and methods are utilized, and when extensive training is given, principals are good judges of teacher performance.…”

Section: Training For Cooperating Teachersmentioning

confidence: 99%

The development of an assessment center for cooperating teachers

Lucas¹

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This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer.The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction.In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book.

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Relationships between principals' ratings of teacher performance and student achievement

Cited by 22 publications

References 2 publications

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

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

The association of performance ratings of teachers and achievement of students in the classroom

The development of an assessment center for cooperating teachers

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