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Articles 1 - 12 of 12
Full-Text Articles in Education
An Analysis Of The Education System In Turkey: Supervision Policies Between The Years 1980 – 2021, Anıl K. Eranıl, Ali Erkan Barış
An Analysis Of The Education System In Turkey: Supervision Policies Between The Years 1980 – 2021, Anıl K. Eranıl, Ali Erkan Barış
Journal of Educational Supervision
This article intends to delineate the policy of the supervision system, which is a sub-system of the Turkish education system, for the years 1980-2021, through policy analysis. A systematic literature review (SLR) analyzed the research findings of 44 studies. The findings of the study were categorized according to four main themes that Eranıl (2021) pinpointed as the critical periods in the history of the Turkish education system. Critical periods were classified as a post-coup period: (1980-1997), compulsory eight-year education period: (1997-2005), constructivist period: (2005-2012), 4 + 4 + 4 education system period: (2012 and later). The results of the research …
Reliability Evidence For The Nc Teacher Evaluation Process Using A Variety Of Indicators Of Inter-Rater Agreement, T. Scott Holcomb, Richard Lambert, Bryndle L. Bottoms
Reliability Evidence For The Nc Teacher Evaluation Process Using A Variety Of Indicators Of Inter-Rater Agreement, T. Scott Holcomb, Richard Lambert, Bryndle L. Bottoms
Journal of Educational Supervision
In this study, various statistical indexes of agreement were calculated using empirical data from a group of evaluators (n = 45) of early childhood teachers. The group of evaluators rated ten fictitious teacher profiles using the North Carolina Teacher Evaluation Process (NCTEP) rubric. The exact and adjacent agreement percentages were calculated for the group of evaluators. Kappa, weighted Kappa, Gwet’s AC1, Gwet’s AC2, and ICCs were used to interpret the level of agreement between the group of raters and a panel of expert raters. Similar to previous studies, Kappa statistics were low in the presence of high levels of …
Assessing Teacher Candidates’ Pedagogical Judgement: An Analysis Of Clinically-Based Instructional Assignments, Sonia Janis, Mardi Schmeichel, Joseph Mcanulty, Chantelle Grace, Kaitlin Wegrzyn
Assessing Teacher Candidates’ Pedagogical Judgement: An Analysis Of Clinically-Based Instructional Assignments, Sonia Janis, Mardi Schmeichel, Joseph Mcanulty, Chantelle Grace, Kaitlin Wegrzyn
Journal of Educational Supervision
Research on clinically-based teacher education indicates that facilitating clinical experiences for teacher candidates improves their preparation for the profession. While we have answered the call to implement rich clinical experiences in our teacher education program, we have found that we also needed to design new, robust strategies to assess what the candidates are taking away from their clinical experiences. This paper describes our use of Horn and Campbell’s (2015) notion of “pedagogical judgment” to analyze the work of social studies teacher candidates in clinical placements. We describe a rubric developed to evaluate candidates’ pedagogical judgment and offer insights into the …
Delivering On The Promise Of Support For Growth? Evaluator Perceptions Of A New State Teacher Evaluation System, Noelle A. Paufler, Kelley M. King, Ping Zhu
Delivering On The Promise Of Support For Growth? Evaluator Perceptions Of A New State Teacher Evaluation System, Noelle A. Paufler, Kelley M. King, Ping Zhu
Journal of Educational Supervision
This cross-case synthesis gives voice to evaluators in EC-12 and higher education settings who are enacting a state-mandated system of teacher evaluation and support by examining their perceptions of the Texas Teacher Evaluation and Support System (T-TESS). Questions addressed included: How do differently situated school administrators and supervisors 1) understand the model, 2) describe the implementation of its elements, 3) understand and enact their roles, and 4) assess the impact of the model? Data from EC-12 school principals and clinical supervisors at the university level indicates the system establishes a comprehensive definition of quality teaching. However, model complexity creates challenges. …
The Need For Discipline-Based Education Research In Archaeology, Carol E. Colaninno
The Need For Discipline-Based Education Research In Archaeology, Carol E. Colaninno
Journal of Archaeology and Education
Over the last few decades, scholars have recognized the importance of discipline-based education research (DBER). As outlined by the National Research Council of the National Academies, DBER aims to 1) understand how students learn discipline concepts, practices, and ways of thinking; 2) understand how students develop expertise; 3) identify and measure learning objectives and forms of instruction that advance students towards those objectives; 4) contribute knowledge that can transform instruction; and 5) identify approaches to make education broad and inclusive. Physicists, chemists, engineers, biologists, astronomers, and geoscientists have been among the first to adopt DBER. Given research that demonstrates the …
Principals’ Perceptions Of Teacher Evaluation Reform From Structural And Human Resource Perspectives, John Wilson Campbell, Mary Lynne Derrington
Principals’ Perceptions Of Teacher Evaluation Reform From Structural And Human Resource Perspectives, John Wilson Campbell, Mary Lynne Derrington
Journal of Educational Supervision
Driven by Race to the Top funding and quickly designed and deployed in 2010-2011, a new teacher evaluation policy in Tennessee altered principals’ supervisory practices regarding their use of time for observation and reporting, their interaction with teachers, and the methods for giving teachers performance ratings. In addition, student test score data were integrated into final ratings, and professional consequences were linked with those ratings. Researchers in this study followed fourteen school principals over a five-year period to understand how their perceptions of new evaluation policy components affected their implementation. Data were analyzed using the structural and human resource frames …
High School Achievement In Maine: Where You Come From Matters More Than School Size And Expenditures, Fern Desjardins, Gordon A. Donaldson Jr.
High School Achievement In Maine: Where You Come From Matters More Than School Size And Expenditures, Fern Desjardins, Gordon A. Donaldson Jr.
Maine Policy Review
Fern Desjardins and Gordon Donaldson report on their research examining the relationship between academic achievement in Maine’s public high schools and school size, per-pupil operating costs, and socioeconomic status. Using aggregated Maine Educational Assessment (MEA) scores, their study confirmed previous research that socioeconomic status (using both family and community measures) is the most important factor associated with achievement, while school size is not a critical factor. Additionally, the authors found that per-pupil operating costs are higher in the state’s largest and smallest high schools. The authors suggest that the creation of larger districts and larger schools, as supported by recent …
You Don’T Always Get What You Want: Lessons To Be Learned From The Demise Of Maine’S Local Assessment System, Rebecca H. Berger
You Don’T Always Get What You Want: Lessons To Be Learned From The Demise Of Maine’S Local Assessment System, Rebecca H. Berger
Maine Policy Review
The recent repeal of Maine’s local education assessment requirement was met with mixed reactions ranging from relief to outrage. That there were such differing responses points to the fact that “assessment” in education is understood in diverse and sometimes contradictory ways. In this article, Rebecca Berger looks retrospectively at how the problems associated with implementing Maine’s local assessment system (LAS) were caused by a lack of understanding of important aspects of assessment as it relates to standards-based reform in education. Using examples from her case study of one Maine school district, Berger notes three areas of ongoing concern: lack of …
Creating Flexibility In Teacher-Certification Policy To Ensure Quality And Equity, Flynn Ross
Creating Flexibility In Teacher-Certification Policy To Ensure Quality And Equity, Flynn Ross
Maine Policy Review
As do many states, Maine has requirements and standards aimed at having “well-qualified” teachers. While few dispute the need for such standards, Flynn Ross brings attention to one case in Portland where use of a standardized exam to certify new teachers was preventing well-qualified—but culturally and linguistically diverse—teachers from becoming certified. She chronicles the successful attempts of one group to petition the Maine State Board of Education to allow greater flexibility in the testing standards. In doing so, she points to a larger truth that well-intentioned policy goals may seek to achieve a greater good, but may at the same …
School Size Choices: Comparing Small And Large School Strengths, Janet C. Fairman
School Size Choices: Comparing Small And Large School Strengths, Janet C. Fairman
Maine Policy Review
Janet Fairman discusses the thorny issue of school quality, suggesting that small schools have certain strengths compared to larger schools. Data from her study of small high schools in Maine, as well as research literature, suggest that compared to large schools, small schools allow for greater personal attention to students, have greater flexibility in scheduling, programming and instructional decisions, and often have stronger school-community connections that support student achievement and serve important community needs. Using quantitative measures of quality, Fairman notes that school size alone explains very little of the variation in 11th grade Maine Educational Assessment (MEA) scores, while …
Barriers To Postsecondary Education In Maine: Making College The Obvious And Attainable Next Step For More Maine Students, Colleen J. Quint, Lisa Plimpton
Barriers To Postsecondary Education In Maine: Making College The Obvious And Attainable Next Step For More Maine Students, Colleen J. Quint, Lisa Plimpton
Maine Policy Review
The question of why more high school students do not go on to college has been the focus of recent research at the Mitchell Institute. Quint and Plimpton summarize this research, which involved more than 2,500 Maine students, educators and parents. They find that financial barriers are only one piece of a complicated puzzle. Other barriers include parental attitudes, whether any family members have attended college, the high school experience (i.e., what track the student is placed in), the quality of career planning in school and at home, and the level of active planning for college (while many students say …
Educational Reform: An Interview With Commissioner J. Duke Albanese, J. Duke Albanese
Educational Reform: An Interview With Commissioner J. Duke Albanese, J. Duke Albanese
Maine Policy Review
Few issues touch the hearts, minds, and lives of Mainers more than education. Learning Results, budgetary concerns, violence in schools, and school choice are among the issues that occupy much of the public policy focus of educators, administrators, taxpayers, and lawmakers alike. In this interview, Commissioner J. Duke Albanese addresses some of these education issues, most notably Learning Results and their potential impact on education in Maine.