Learning in community: student perceptions and experiences

Date
2006-01-01
Authors
Wiersema, Janice
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Abstract

Beginning in the 2002-03 school year all teacher evaluators in the state of Iowa were required to take part in the then newly-created Iowa Evaluator Approval Training Program (IEATP). This program was designed to train evaluators in teacher evaluation based on the Iowa Teaching Standards and Criteria. For this study novice teachers from Iowa public schools were surveyed and asked questions regarding the five attributes of teacher evaluation using a modified Teacher Evaluation Profile (TEP), originally designed by Stiggins and Duke (1988). The attributes include the following topics, each defined through a number of different traits: (a) self as a teacher, (b) evaluator, (c) evaluation processes, (d) attributes of the feedback, and (e) context in which the evaluations occurred;Data were also collected regarding the concept of potential bias in teacher evaluation based on the gender of the teacher and/or the gender of the evaluator. A comparison was made from year one of the study, before the implementation of IEATP (2001-02), to year two of the study, after the implementation of IEATP (2002-03);Descriptive statistics were used in the study as correlational methods including t-tests, pairwise comparisons, multivariate tests, within-subjects tests, and multiple analysis of variance [MANOVA]. Significant differences, following the Bonferroni correction, were observed in the study;Traits and non-traits of each of the five attributes of teacher evaluation emerged through an analysis of the data. In addition, a statistically significant gender interaction favoring female evaluators, regarding a number of traits, was also observed in the study. A comparison of changes in novice teacher perceptions from 2001-02 to 2002-03 revealed changes in perceptions in the attributes of self as a teacher and in the evaluation processes;One implication of the findings from the study of the implementation of the IEATP centers on the idea that when training evaluators on the theory behind quality instruction, there needs to be an emphasis on training them to identify specific behaviors that are a part of quality instruction. This is currently contained as a knowledge and skill expectation in training Module One, but needs additional attention in follow-up training. Also, in an attempt to increase training efficacy, there needs to real world application to the learning elements to meet the needs of adult learning theory

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Educational leadership and policy studies, Education (Educational leadership), Educational leadership
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