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Medium 9781475847086

Principals’ Perspectives of a Race to the Top-Style Teacher Evaluation System

Murakami, Elizabeth; Tran, Natalie Rowman & Littlefield Publishers ePub

Douglas Wieczorek

Brandon Clark

George Theoharis


Principals’ Perspectives of a Race to the Top-Style Teacher Evaluation System

Abstract: Set in a collective bargaining state in the Northeastern U.S., this exploratory case study investigated how a sample of 12 public school principals interpreted new teacher evaluation processes required by Race to the Top (RTTT). Principals reported that the RTTT evaluation system disrupted established routines and contractual guidelines for evaluating all their teachers and held principals more accountable for supervision and evaluation processes. The embedded evaluation protocols and rubrics established clearer expectations for teachers’ performance, and aligned state-, district-, and school-level instructional goals. However, principals believed the RTTT policy emphasis on teachers’ ratings raised concerns about their teachers’ employment status, professional growth, and instructional improvement. Our findings suggest that principals may have difficulty balancing instructional supervision and evaluation processes in these types of high-stakes policy systems.

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Medium 9781475816457

The Impact of Principalship on School Culture: A Turkish Case

Rowman & Littlefield Publishers ePub

Mustafa Celikten

The concepts of principalship and culture are intertwined. Organizational literature has recognized principalship as an essential element in determining culture and productivity (Chelte, Hess, Fanelli, & Ferris, 1989). By the same token, culture has been recognized as a powerful element in determining principalship effectiveness. This linkage is evident in educational research where school culture has been related to principal effectiveness (Anderson, 1982), faculty trust in the principal, and trust among teachers (Tarter & Hoy, 1988).

Krajewski (1996) states that the principal is the “chief enculturing agent” (p. 3) because the principal is expected to be the initiator, facilitator, visionary, and leader of the school. According to Krajewski, principals must make the culture come alive for staff through developing shared purposes, beliefs, values, and core concepts that focus on teaching and learning, community building, collegiality, character development, and other school issues and concerns. Further, Portin, Shen, and Williams (1998) remind us that the principal needs to be viewed as the master teacher of the learning organization, offering students and faculty safe and caring surroundings that contribute to developing educated minds.

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Medium 9781475815887

The Challenge of Total Quality Management in Education

International Journal of Educational Reform R&L Education ePub


Center for Needs Assessment and Planning

The Florida State University

Tallahassee, FL 32306-2022

The quest to achieve “total quality” is prudent and timely. Based on Japanese industrial successes resulting in impressive domination of many world markets, there are still cries for education to help make the U.S. once again competitive. While businesses are pursuing quality management programs, attention is now turning to do likewise in our schools.

Total Quality Management (1QM) is a continuous process which intends to deliver to clients what they want, when they should have it. When 1QM is successful, the client will be satisfied with what is delivered. Quality may be defined as providing what is required as judged by the client. It is accomplished through (a) everyone in the organization committing to achieve useful results; (b) a shared passion for quality; and (c) decisions based on performance data.

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Medium 9781475831344

Shaping the Field of General and Special Education: The Role of Evidence in Practice, and Practice in Dissemination

Journal of Evidence-Based Practices for Schools Rowman & Littlefield Publishers ePub

Shaping the Field of General and Special Education: The Role of Evidence in Practice, and Practice in Dissemination

Phillip J. Belfiore

David L. Lee

ABSTRACT: Much has been written about the gap between applied research (evidence) and the implementation of that research in educational settings (practice). Much less has been written on the potential of evidence-based practices, when designed, implemented, and reported accurately, to shape the field of general and special education at the school, classroom, and student levels. This paper provides some guidelines to assist educational researchers and educational practitioners in (1) closing the gap between evidence and practice and (2) using practice as the basis for experimentally controlled research in the context of real-world education setting.

The most recent reauthorization of the Elementary and Secondary Education Act (1965), the Every Student Succeeds Act (ESSA) represents a major rewrite of its predecessor, the No Child Left Behind Act, shifting greater control of key educational issues to the state and local school districts, and away from the federal government. Additionally, the ESSA represents a shift away from “scientifically based research” and toward “evidence-based,” citing “evidence-based” 63 times within the content of the ESSA. The ESSA describes evidence-based as those strategies that demonstrate either (1) a statistically significant effect or (2) a “rationale based on high quality research findings or positive evaluations” (Part F., Title VIII, Sec. 8002 [290]). Strategies demonstrating statistical significance are further delineated across a three-tiered outcome showing (1) strong evidence (at least one well-implemented experimental study), (2) moderate evidence (at least one well-implemented quasi-experimental study), or (3) promising evidence (at least one well-designed and well-implemented correlational study).

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Medium 9781442267596

Guest Editor‘s Foreword

Collections AltaMira Press ePub

Collections are formed of objects and involve property law and contract law. But, collections demand from those of us charged with their keeping, much more. We act as fiduciaries for our objects and thus we are held to a higher standard of care than would operate in a normal property ownership situation. Museums exist to care for, contain, and create human ingenuity—in the form of biological specimens to works of art. But the building of museum structures or the organization of public programs begins with the object and its specified need, from a collective to individual source, for preservation. The more “precious” an object, the more desirable ownership becomes. Deciding who safeguards what has fired debates that will never dim. Public institutions, such as museums, have been criticized and confronted with possible legal consequences for engaging in certainly unethical and possibly illegal practices—especially in how they amass collections.

The essays in this volume of Collections reflect the varied legal issues that museums and institutions confront merely by possessing their collections. The topics in this issue include the illegal looting of art works once owned by the Iraqi Museum of Modern art, a tale of Nazi war loot, a case study displaying the confused state of copyright ownership for paintings, and the complications that result from shipping rare natural specimens from country to country. Such a varied offering is not at all unique in the world of collections when it intersects with the world of law. All of these essays highlight the sensitive issues that comprise this field.

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