How middle school special and general educators make sense of and respond to changes in teacher evaluation policy

Educativa

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Title How middle school special and general educators make sense of and respond to changes in teacher evaluation policy
Cómo los educadores especiales y generales de la escuela intermedia tienen sentido y responden a los cambios en la política de evaluación docente
Como os educadores especiais e gerais do ensino médio compreendem e respondem a mudanças na política de avaliação de professores
 
Creator Braun, Alisha M. B.
Youngs, Peter
 
Subject teacher evaluation; accountability; educational reform; sensemaking theory
teacher evaluation; accountability; educational policy
evaluación docente; accountability; reforma educativa; teoría de la sensemaking

avaliação de professores; accountability; reforma educacional; teoria do sensemaking

 
Description In this multiple case study, we apply sensemaking theory to examine and compare how middle school special and general educators perceive and respond to teacher evaluation reform, including formal classroom observations, informal walkthroughs, and student growth measures. Our findings reveal that special educators experience conflict between the policy’s main elements and their understandings of how to effectively teach students with disabilities. Furthermore, special and general educators held contrasting beliefs regarding the appropriateness of evaluation. Our findings illustrate the importance of acknowledging differences in special and general educators’ roles and responsibilities and encourage policymakers to reconsider uniform teacher evaluation policies. 
En este estudio de caso múltiple, aplicamos la teoría de la sensemaking para examinar y comparar cómo los educadores especiales y generales de la escuela intermedia perciben y responden a la reforma de evaluación docente, incluidas las observaciones formales en el aula, los recorridos informales y las medidas de crecimiento de los estudiantes. Nuestros hallazgos revelan que los educadores especiales experimentan conflictos entre los elementos principales de la política y su comprensión de cómo enseñar efectivamente a los estudiantes con discapacidades. Además, los educadores especiales y generales tenían creencias contrastantes con respecto a la idoneidad de la evaluación. Nuestros hallazgos ilustran la importancia de reconocer las diferencias en los roles y accountability de los educadores especiales y generales y alientan a los encargados de formular políticas a reconsiderar las políticas uniformes de evaluación docente.
Neste estudo de caso múltiplo, aplicamos a teoria do sensemaking para examinar e comparar como os educadores especiais e gerais do ensino médio percebem e respondem à reforma da avaliação de professores, incluindo observações formais em sala de aula, orientações informais e medidas de crescimento dos alunos. Nossas descobertas revelam que educadores especiais enfrentam conflitos entre os principais elementos da política e seus entendimentos de como ensinar efetivamente os alunos com deficiência. Além disso, educadores especiais e gerais mantinham crenças contrastantes sobre a adequação da avaliação. Nossas descobertas ilustram a importância de reconhecer diferenças nos papéis e accountability de educadores especiais e gerais e incentivar os formuladores de políticas a reconsiderarem políticas uniformes de avaliação de professores.
 
Publisher Mary Lou Fulton Teachers College, Arizona State University
 
Contributor


 
Date 2020-04-13
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion

 
Format application/pdf
 
Identifier https://epaa.asu.edu/ojs/article/view/5013
10.14507/epaa.28.5013
 
Source education policy analysis archives; Vol 28 (2020); 59
archivos analiticos de politicas educativas; Vol 28 (2020); 59
Arquivos Analíticos de Políticas Educativas; Vol 28 (2020); 59
1068-2341
 
Language eng
 
Relation https://epaa.asu.edu/ojs/article/view/5013/2424
https://epaa.asu.edu/ojs/article/downloadSuppFile/5013/1093
https://epaa.asu.edu/ojs/article/downloadSuppFile/5013/1094
https://epaa.asu.edu/ojs/article/downloadSuppFile/5013/1095
https://epaa.asu.edu/ojs/article/downloadSuppFile/5013/1202
 
Rights Copyright (c) 2020 Alisha M. B. Braun, Peter Youngs
https://creativecommons.org/licenses/by-sa/4.0
 

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