دورية أكاديمية
Shaping Educator Sensemaking in Complex Systems? Policy-Directed Teacher Evaluation Models as Boundary Objects
| العنوان: | Shaping Educator Sensemaking in Complex Systems? Policy-Directed Teacher Evaluation Models as Boundary Objects |
|---|---|
| اللغة: | English |
| المؤلفون: | King, Kelley M., Paufler, Noelle A., Biritz, Rachel L., Smits, Ryan M. |
| المصدر: | Journal of Educational Supervision. 2022 5(1):88-116. |
| الإتاحة: | University of Maine College of Education and Human Development. 334 Merrill Hall, University of Maine, Orono, ME 04469. Web site: https://digitalcommons.library.umaine.edu/jes/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Early Childhood Education Preschool Education Higher Education Postsecondary Education High Schools Secondary Education |
| Descriptors: | Teacher Evaluation, Models, Public Schools, Teacher Education Programs, Educational Policy, Teacher Effectiveness, Elementary Secondary Education, Preschool Education, Faculty Development, Performance Based Assessment, Communities of Practice, Preservice Teacher Education, State Policy, Program Implementation, Program Effectiveness, Administrator Attitudes, Teacher Attitudes, High Schools, Suburban Schools, Supervisors |
| مصطلحات جغرافية: | Texas |
| مستخلص: | This study examined a state-wide, policy-directed teacher evaluation model implemented across public schools and educator preparation programs. Such models are grounded in a theory of action that situates teacher learning within social relationships, yet does not account for the complexity of systems. Results challenge policy's implicit theory that an evaluation model can function as a boundary object to create a common understanding of good teaching and positively impact teacher professional practice. We found contradictory evidence that the model served as a boundary object that facilitated shared sensemaking as mediated understandings of good teaching collided with expectations in classroom contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1351565 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |