Peer evaluator beliefs analyzed within a teacher belief framework.

Persistent Link:
http://hdl.handle.net/10150/186587
Title:
Peer evaluator beliefs analyzed within a teacher belief framework.
Author:
McClung, Samuel Alan.
Issue Date:
1993
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to describe the views of peer evaluators within a career ladder system in one school district in the Southwestern United States. The methods and data analysis used 3 parts of a theoretical framework developed by Lortie (1975): goals sought in the workplace (perspectives on purpose), effective teaching (and the effects of endemic uncertainties of teaching to effectiveness), and preferences in job tasks (logic of sentiments). Eleven peer evaluators were interviewed. The data from the interviews were qualitatively analyzed and presented. Among the findings, peer evaluators' perspectives on purpose included goals to gain experience for leaving the classroom. Peer evaluators' endemic uncertainties included the assessment of teaching and the description of an effective teacher. Within peer evaluators' logic of sentiments, they preferred to observe students and work with teachers. Peer evaluators disliked determining the compensation of teachers. Within their logic of sentiments, peer evaluators viewed teachers as a well-qualified group willing to continue their own professional growth. Peer evaluators found their relationship with teachers constrained because of their roles of assisting teachers in their professional growth and summatively assessing teachers. Implications of this study include the need for further study to describe the views of teachers involved in differentiated staffing in career ladder programs. Additionally, further study is needed to determine the relationship of the views of teachers within a career ladder program to the success of the policies and activities of these programs.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Dissertations, Academic.; Educational sociology.; Teachers -- Training of.
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Educational Administration and Higher Education; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Conley, Sharon; Heckman, Paul E.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titlePeer evaluator beliefs analyzed within a teacher belief framework.en_US
dc.creatorMcClung, Samuel Alan.en_US
dc.contributor.authorMcClung, Samuel Alan.en_US
dc.date.issued1993en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to describe the views of peer evaluators within a career ladder system in one school district in the Southwestern United States. The methods and data analysis used 3 parts of a theoretical framework developed by Lortie (1975): goals sought in the workplace (perspectives on purpose), effective teaching (and the effects of endemic uncertainties of teaching to effectiveness), and preferences in job tasks (logic of sentiments). Eleven peer evaluators were interviewed. The data from the interviews were qualitatively analyzed and presented. Among the findings, peer evaluators' perspectives on purpose included goals to gain experience for leaving the classroom. Peer evaluators' endemic uncertainties included the assessment of teaching and the description of an effective teacher. Within peer evaluators' logic of sentiments, they preferred to observe students and work with teachers. Peer evaluators disliked determining the compensation of teachers. Within their logic of sentiments, peer evaluators viewed teachers as a well-qualified group willing to continue their own professional growth. Peer evaluators found their relationship with teachers constrained because of their roles of assisting teachers in their professional growth and summatively assessing teachers. Implications of this study include the need for further study to describe the views of teachers involved in differentiated staffing in career ladder programs. Additionally, further study is needed to determine the relationship of the views of teachers within a career ladder program to the success of the policies and activities of these programs.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectDissertations, Academic.en_US
dc.subjectEducational sociology.en_US
dc.subjectTeachers -- Training of.en_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Administration and Higher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairConley, Sharonen_US
dc.contributor.chairHeckman, Paul E.en_US
dc.contributor.committeememberRhoades, Garyen_US
dc.identifier.proquest9422814en_US
dc.identifier.oclc722000819en_US
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