Linking Student Outcomes to School Administrator Discretion in the Implementation of Teacher Observations

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Seth B. Hunter, April Ege
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引用次数: 2

Abstract

Purpose: Many studies have explored school administrator discretion in the implementation of teacher evaluation and observation systems. However, we are unaware of any studies that quantitatively link discretionary administrator behaviors to student outcomes. The purpose of this study was to (a) explore the determinants of observations arising from administrator discretion and (b) explore the extent to which “discretionary observations” were associated with average student achievement scores and disciplinary offenses. Method: We applied multilevel modeling to 3 years of teacher panel data from more than 80% of Tennessee school districts. Findings: Observable characteristics, differences between schools each year, and teacher traits explain more than 80% of the variation in discretionary observations; teacher prior-year observation and composite effectiveness scores were the strongest predictors. No evidence suggested that average student achievement scores or behavior suffered among teachers who received fewer observations than assigned by policy. Average student achievement scores rose among teachers receiving supplementary observations compared with the years when they received the policy-prescribed number. Implications for Research and Practice: Quantitative research can substantially control for discretionary observations using multilevel modeling. Observers might be encouraged to not observe high-performing teachers more than what is prescribed by policy. Observers seemingly deviate from observation policy in ways that do not increase office referrals and may improve student achievement.
将学生成绩与学校管理者在实施教师意见时的自由裁量权联系起来
目的:许多研究探讨了学校管理者在实施教师评估和观察系统时的自由裁量权。然而,我们不知道有任何研究将自主管理者的行为与学生的成绩定量联系起来。本研究的目的是(a)探讨管理员自由裁量权产生的观察结果的决定因素,以及(b)探讨“自由裁量观察结果”与学生平均成绩和违纪行为的关联程度。方法:我们对来自田纳西州80%以上学区的3年教师小组数据进行了多级建模。研究结果:可观察的特征、每年学校之间的差异和教师特征解释了80%以上的自由裁量观察的差异;教师前一年的观察和综合有效性得分是最有力的预测因素。没有证据表明,在接受的观察少于政策规定的教师中,学生的平均成绩或行为受到了影响。与收到政策规定数字的年份相比,接受补充观察的教师的平均学生成绩得分有所上升。对研究和实践的启示:定量研究可以使用多层次建模来实质上控制自由裁量的观察。可以鼓励观察员不要对表现优异的教师进行超出政策规定的观察。观察者似乎偏离了观察政策,不会增加办公室推荐,也可能提高学生成绩。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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