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Full-Text Articles in Education
Teacher Appraisal In London Schools: A Cross-Cultural Perspective, Jeri Chi, Arianna Aquilino, Ali Davidson, Kayla Everson, Sarah Harris, Bob Janes, Lauren Midgette, David Pyrch, Jessica Reynolds, Callie Theodoss, David Thibodeau, Abbey Smith, Kelly Soule, Kelsea Whittemore, Neag School Of Education, London Program
Teacher Appraisal In London Schools: A Cross-Cultural Perspective, Jeri Chi, Arianna Aquilino, Ali Davidson, Kayla Everson, Sarah Harris, Bob Janes, Lauren Midgette, David Pyrch, Jessica Reynolds, Callie Theodoss, David Thibodeau, Abbey Smith, Kelly Soule, Kelsea Whittemore, Neag School Of Education, London Program
TERC Documents
The overarching aim of our study was to develop a portrait of educator perceptions of the appraisal processes in London schools. We collected survey and interview data from educators in four disparate London schools. Data across schools represented a generally positive view of the appraisal processes, yet educators advocated for improvements, including more frequent classroom observations, immediate feedback, the establishment of an ongoing, reflective document and individualized targets for professional growth. The new SEED model of evaluation for teachers in Connecticut closely resembles the 2012 English teacher appraisal policies. We propose that the aforementioned improvements would also positively influence the …
The Purpose Of Schooling: Beliefs And Practices Of Educators In British Schools, Jessica Gilleylen, Jamie Hoogasian, Rachel Hunt, Elizabeth Johnson, Amanda Kristie, Jessica Landolfi, Mark Mishriky, Tara Murphy, Lauren Preleski, Jennifer Rigano, Elizabeth Schall, Lauren Zafrin
The Purpose Of Schooling: Beliefs And Practices Of Educators In British Schools, Jessica Gilleylen, Jamie Hoogasian, Rachel Hunt, Elizabeth Johnson, Amanda Kristie, Jessica Landolfi, Mark Mishriky, Tara Murphy, Lauren Preleski, Jennifer Rigano, Elizabeth Schall, Lauren Zafrin
TERC Documents
The overall purpose of this study was to explore what British teachers consider to be the purposes of schooling and how their beliefs impacted their classroom practice. The principal aims of the British National Curriculum informed this study, thus we examined teacher perceptions of schooling along a continuum, from academic to personal/social education. Research methodology included the use of teacher surveys, semi-structured interviews, and classroom observations in four different London schools (two elementary, two secondary). Each London school was ethnically and linguistically diverse and primarily served an economically disadvantaged student population. Our research suggests that overall, an emphasis on standardized …