Esta Tese resulta de pesquisa, cujo objeto foram as concepções de professores sobre avaliação educacional, com o objetivo geral de verificar possíveis influências das avaliações externas nessas concepções. Foi conduzida numa escola de ensino fundamental da Rede Municipal de Ensino de São Paulo (RME-SP) e teve como justificativa, entre outros motivos, a importância da avaliação no trabalho docente, sobretudo para os resultados escolares. Há na pesquisa, ainda,um traço marcante que é o fato de que a RME-SP, há vários anos, tem sido envolvida em muitas avaliações externas, e tal situação permitiu considerar, por hipótese, que elas estariam influenciando as concepções docentes sobre avaliação educacional que, por sua vez, estariam repercutindo no trabalho docente, considerando, ainda, as características do contexto escolar como fator adicional. Um grande desafio metodológico concentrou-se em como apreender tais concepções dadas as características de suas manifestações, mediante investigação desenvolvida por meio de pesquisa de campo, com entrevistas, aplicação de questionário, análise documental e observações de reuniões coletivas, envolvendo professores dos anos iniciais e finais do ensino fundamental. Nesse quadro, a questão de pesquisa foi: Quais seriam os elementos das concepções de avaliação educacional dos professores que estariam indicando a influência do conjunto de avaliações externas que perpassam a RMESP? Após termos desenvolvido trabalho de campo e analisado os dados levantados, efetuou-se síntese com os principais achados. Esperando contribuir para a ampliação do debate das influências das avaliações externas nas concepções de avaliação educacional dos professores, concluímos que existem marcas importantes dessas avaliações no ambiente escolar, mas sem sustentar que as avaliações externas estariam controlando o trabalho e as concepções docente no que tange à avaliação educacional. / This Thesis results from research, whose object were the conceptions of teachers about educational evaluation, with the general objective of verifying possible influences of external evaluations in these conceptions.It was conducted in a primary school of São Paulo Municipal Education Network (RME-SP) and had as justification, among other reasons, the importance of evaluation in teaching work, especially for school results.In the research there is still a landmark trace which is the fact that RME-SP, for several years, has been involved in many external evaluations, and such situation allowed to consider, by hypothesis, that the external evaluations would be influencing the educational conceptions about educational evaluation that, in turn, would be impacting on the educational work, considering also the characteristics of the school context as an additional factor.A great methodological challenge was focused on how to apprehend such conceptions given the characteristics of its manifestations, through research developed through field survey, with interviews, questionnaire application, documentary analysis and collective meetings observations, involving teachers from early and ending years of the elementary school. In this context, the research question was: What would be the elements of the teachers\' educational evaluation conceptions that would indicate the influence external evaluations that permeate RME-SP? After having the fieldwork developed and analyzing the collected data, we synthesized the main findings and concluded, hoping to contribute to the expansion of discussion of the influences of external evaluations on the conceptions of teachers educational evaluation, noting important marks of these evaluations in the school environment, but without sustaining that the external evaluations would be controlling the work and teacher conceptions with regards to educational evaluation.

by Chui Hong Sheung. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 88-105.

教育是為學生而設的。不過，在課程設計上，學生往往並沒有發言權。首屆香港中學文憑試剛剛完成，教育界人士和研究員應把握機會，尋找改善校本評核部分規劃與實施的方法。傾聽學生的意見，重視他們的觀點將有助完善有關的課程設計。 / 透過訪問24位學生和兩名英國語文科教師，本研究關注學生的聲音，即他們如何表達、理解和詮釋他們自身和在英國語文科校本評核的學習歷程。本研究反映和肯定了學生的多元觀點，其研究重點為： / (1) 學生在校本評核中的學習經驗 / (2) 學生如何表達他們在校本評核中的角色 / (3) 學生如何參與改善教室裡的學習 / 在實際層面上，學生的觀點在微調課程和建議改革的方向和方法上，有其獨有的貢獻。在理論層面上，本研究探索學生在課程上的參與度，並嘗試完善Fielding (2001) 提出的學生參與度架構。當仔細研究該架構時，不難發現學生在第二層(學生作為積極的回應者)與第三層(學生作為共同研究員)之間存有缺縫。當中，學生應該還可擔當很多不同的角色。從研究結果所得，學生可以成為改革的積極原動力，更可以成為課程的實踐者。當學校文化和教師專業能給予適當的養份，學生的聲音便能呈現。否則，學生或選擇不發聲，或學生的聲音在課程實施上不能產生任何作用。 / Education is for students. Nonetheless, even the curriculum is designed for students, they have the least say in it. With reference to the relatively new initiative in Hong Kong: the Hong Kong Diploma of Education (HKDSE), it is time for researchers and educationalists to consider ways to improve the planning and implementation of the School-Based Assessment (SBA). Listening to students and valuing their perspectives can enable a more thorough planning of the curriculum. / Through interviewing twenty four students and two English teachers, this research aims at addressing the student voice, which means students expressing their views, interpretations and understanding with the expectation that someone will listen. During the process, students’ multiple perspectives on learning and their interpretations of the SBA in the English Language curriculum are reflected and would be acknowledged. The three foci of this research are: / (1)What do students experience in the SBA? / (2)How do students present their roles in the SBA? / (3)How are students involved in the improvement of what happens in classrooms? / At a practical level, students’ perspectives contribute to fine-tuning the curriculum, and suggest directions or ways to initiate changes more successfully. At a theoretical level, the study aims to further explore students’ involvement in the curriculum, and fill the gaps of the framework of four levels of student participation pioneered by Fielding (2001). If taking a closer look at his framework, there should be some other roles students can take, particularly in the gap between Level 2 (students as “active respondents“) and Level 3 (students as “co-researchers“). The data collected revealed that students can be active agents of change and practitioners in the SBA curriculum implementation, given that the school culture, teachers’ professional knowledge favour the emergence of student voice. Otherwise, the opinions of students would remain unvoiced or merely be heard, and no further action could be taken. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Chiu, Suk Mei Eva. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 345-357). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; appendix includes Chinese. / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- School-based Assessment as the context of the study --- p.1 / Chapter 1.3 --- The importance of listening to student voice --- p.3 / Chapter 1.4 --- Student voice in the SBA --- p.4 / Chapter 1.5 --- Research questions --- p.5 / Chapter 1.6 --- Significance of the research --- p.5 / Chapter CHAPTER TWO --- LITERATURE REVIEW: STUDENT VOICE --- p.8 / Chapter 2.1 --- Background of student voice --- p.8 / Chapter 2.2 --- What is student voice? --- p.11 / Chapter 2.3 --- Why should we listen to student voice? --- p.14 / Chapter 2.4 --- Are students eligible to have their voice? --- p.17 / Chapter 2.5 --- Levels of student involvement --- p.21 / Chapter 2.5.1 --- Level 1 Students as data source --- p.23 / Chapter 2.5.2 --- Level 2 Students as active respondents --- p.24 / Chapter 2.5.2.1 --- Consultation --- p.25 / Chapter 2.5.2.2 --- Recognition --- p.26 / Chapter 2.5.3 --- Level 3 Students as co-researchers --- p.28 / Chapter 2.5.4 --- Level 4 Students as researchers --- p.29 / Chapter 2.5.5 --- Summary --- p.30 / Chapter 2.6 --- Core values --- p.31 / Chapter 2.6.1 --- Core value 1: Communication as dialogue --- p.31 / Chapter 2.6.2 --- Core value 2: Requirement for participation and democratic inclusivity --- p.32 / Chapter 2.6.3 --- Core value 3:Recognition that power relations are unequal and problematic --- p.32 / Chapter 2.6.4 --- Core value 4: Possibility for change and transformation --- p.33 / Chapter 2.7 --- Empirical studies of student voice --- p.34 / Chapter 2.8 --- Orientations of student voice --- p.50 / Chapter 2.9 --- Frameworks of student participation --- p.51 / Chapter 2.10 --- Summary --- p.52 / Chapter CHAPTER THREE --- LITERATURE REVIEW: SCHOOL-BASED ASSESSMENT IN ENGLISH LANGUAGE CURRICULUM --- p.54 / Chapter 3.1 --- School-based assessment as formative assessment --- p.54 / Chapter 3.2 --- School-based assessment as summative assessment --- p.60 / Chapter 3.3 --- School-based Assessment in the HKDSE --- p.62 / Chapter 3.4 --- Rationale of introducing SBA in English Language curriculum --- p.65 / Chapter 3.5 --- Hong Kong Context --- p.68 / Chapter 3.6 --- Students and teachers’ roles in the SBA --- p.73 / Chapter 3.7 --- Student voice in the SBA --- p.84 / Chapter 3.8 --- Summary --- p.86 / Chapter CHAPTER FOUR --- RESEARCH DESIGN --- p.88 / Chapter 4.1 --- Conceptual Framework --- p.90 / Chapter 4.2 --- Operational Definition of Key Terms --- p.92 / Chapter 4.3 --- Approach --- p.92 / Chapter 4.4 --- Research Methods --- p.95 / Chapter 4.4.1 --- Qualitative research --- p.95 / Chapter 4.4.2 --- Case study --- p.96 / Chapter 4.4.3 --- Pilot study --- p.97 / Chapter 4.4.4 --- Selection of cases --- p.98 / Chapter 4.4.5 --- Data collection method --- p.98 / Chapter 4.4.5.1 --- Interviews --- p.99 / Chapter 4.4.5.2 --- Documents analysis --- p.102 / Chapter 4.4.6 --- Sampling --- p.103 / Chapter 4.4.7 --- Summary --- p.108 / Chapter 4.5 --- Credibility --- p.108 / Chapter 4.6 --- Research steps --- p.109 / Chapter 4.7 --- Limitation of the study --- p.111 / Chapter CHAPTER FIVE --- FINDINGS --- p.113 / Chapter 5.1 --- Learning experience inside classroom --- p.113 / Chapter 5.1.1 --- School A --- p.113 / Chapter 5.1.2 --- School B --- p.121 / Chapter 5.1.3 --- Summary --- p.129 / Chapter 5.2 --- Learning experience outside classroom --- p.130 / Chapter 5.2.1 --- School A --- p.130 / Chapter 5.2.1.1 --- Self-learning --- p.131 / Chapter 5.2.1.2 --- Family support --- p.134 / Chapter 5.2.1.3 --- Peer learning --- p.135 / Chapter 5.2.2 --- School B --- p.136 / Chapter 5.2.2.1 --- Self-learning --- p.136 / Chapter 5.2.2.2 --- Peer learning --- p.140 / Chapter 5.2.2.3 --- Teacher support --- p.145 / Chapter 5.2.3 --- Summary --- p.147 / Chapter 5.3 --- Students’ changes during the SBA --- p.149 / Chapter 5.3.1 --- School A --- p.149 / Chapter 5.3.2 --- School B --- p.154 / Chapter 5.3.3 --- Summary --- p.164 / Chapter 5.4 --- Students’ interpretation of the SBA --- p.165 / Chapter 5.4.1 --- School A --- p.166 / Chapter 5.4.2 --- School B --- p.173 / Chapter 5.4.3 --- Summary --- p.180 / Chapter 5.5 --- Students and teachers’ roles in the SBA --- p.180 / Chapter 5.5.1 --- School A --- p.181 / Chapter 5.5.1.1 --- Participants and guests --- p.182 / Chapter 5.5.1.2 --- Performers --- p.182 / Chapter 5.5.1.3 --- Game players --- p.184 / Chapter 5.5.1.4 --- Competitors --- p.185 / Chapter 5.5.1.5 --- Followers --- p.186 / Chapter 5.5.1.6 --- Team members --- p.187 / Chapter 5.5.1.7 --- Soldiers --- p.188 / Chapter 5.5.1.8 --- Detectives --- p.188 / Chapter 5.5.2 --- School B --- p.191 / Chapter 5.5.2.1 --- Nobody --- p.191 / Chapter 5.5.2.2 --- Actors, screenplay writers and directors --- p.192 / Chapter 5.5.2.3 --- Carnivores and herbivores --- p.193 / Chapter 5.5.2.4 --- Game Players --- p.194 / Chapter 5.5.2.5 --- Team members --- p.196 / Chapter 5.5.2.6 --- Mountain climbers --- p.199 / Chapter 5.5.2.7 --- Summary --- p.200 / Chapter 5.6 --- Student voice towards the improvement of the SBA at the school level --- p.203 / Chapter 5.6.1 --- School A --- p.203 / Chapter 5.6.1.1 --- Curriculum --- p.210 / Chapter 5.6.1.2 --- Implementation --- p.210 / Chapter 5.6.1.3 --- Technical issues in conducting the SBA --- p.210 / Chapter 5.6.2 --- School B --- p.209 / Chapter 5.6.2.1 --- Curriculum --- p.210 / Chapter 5.6.2.2 --- Duration --- p.213 / Chapter 5.6.2.3 --- Implementation --- p.214 / Chapter 5.6.2.4 --- Additional support --- p.216 / Chapter 5.6.2.5 --- Self-learning skills --- p.217 / Chapter 5.6.3 --- Summary --- p.219 / Chapter 5.7 --- Student voice towards the improvement of the SBA at the systemic level --- p.221 / Chapter 5.7.1 --- School A --- p.222 / Chapter 5.7.2 --- School B --- p.225 / Chapter 5.7.2.1 --- Positive towards the SBA --- p.225 / Chapter 5.7.2.2 --- Having more opportunities to do the SBA --- p.226 / Chapter 5.7.2.3 --- Reducing the frequency --- p.226 / Chapter 5.7.2.4 --- Reducing the weighting --- p.227 / Chapter 5.7.2.5 --- Cancelling the SBA --- p.227 / Chapter 5.7.2.6 --- Valuing individual creativity --- p.228 / Chapter 5.7.2.7 --- Flexibility in choosing the tasks --- p.228 / Chapter 5.7.3 --- Summary --- p.229 / Chapter CHAPTER SIX --- DISCUSSION --- p.231 / Chapter 6.1 --- Students’ learning experience inside and outside classroom --- p.231 / Chapter 6.1.1 --- To conform or to confront --- p.232 / Chapter 6.1.2 --- To instruct or to construct --- p.234 / Chapter 6.1.3 --- Functional or personal orientations of schools --- p.238 / Chapter 6.1.3.1 --- Student voice in learning goals --- p.239 / Chapter 6.1.3.2 --- Student voice in learning materials and resources --- p.240 / Chapter 6.1.3.3 --- Student voice in learning activities --- p.241 / Chapter 6.1.3.4 --- To provoke or to unprovoke --- p.242 / Chapter 6.1.4 --- Learning beyond classroom --- p.243 / Chapter 6.1.5 --- Interweaving curricular commonplaces --- p.249 / Chapter 6.2 --- Students’ presentation of their roles --- p.254 / Chapter 6.2.1 --- Teachers’ presentation of their roles --- p.260 / Chapter 6.2.2 --- Relationship between the SBA and roles of students and teachers --- p.264 / Chapter 6.2.2.1 --- Case 1: The SBA is meaningful and pleasant --- p.264 / Chapter 6.2.2.2 --- Case 2: The SBA is meaningless and unpleasant --- p.266 / Chapter 6.2.2.3 --- Case 3: The SBA is meaningful but unpleasant --- p.268 / Chapter 6.2.2.4 --- Case 4: The SBA is significant but unpleasant --- p.271 / Chapter 6.2.2.5 --- Case 5: The SBA is fair and foul --- p.272 / Chapter 6.2.2.6 --- Case 6: Fair is foul, foul is fair --- p.273 / Chapter 6.2.3 --- Degree of student involvement --- p.276 / Chapter 6.3 --- Student voice in the improvement of the SBA --- p.283 / Chapter 6.3.1 --- Unvoiced --- p.284 / Chapter 6.3.2 --- Being heard --- p.287 / Chapter 6.3.3 --- Being listened to --- p.291 / Chapter 6.3.4 --- Collaboration among students and teachers --- p.299 / Chapter 6.3.5 --- Secretary for Education, can you hear me? --- p.307 / Chapter 6.3.6 --- Summary --- p.312 / Chapter CHAPTER SEVEN --- CONCLUSION --- p.316 / Chapter 7.1 --- A refined conceptual framework --- p.318 / Chapter 7.2 --- A refined framework of student participation --- p.324 / Chapter 7.3 --- Issues arisen from the study --- p.326 / Chapter 7.4 --- Final remarks --- p.329

Finally, this research discovered that the "Key Performance Measures" had the greatest impact on schools. We suggest that the assessment standard should be grounded on and supported by more academic researches. The "Key Performance Measures" should include qualitative descriptions beyond classroom teaching, accept diversified values, and offer schools more autonomy to develop their own educational ideals. It should offer the autonomy for schools to develop their own characteristics rather than trying to mode every school into a standard model. Schools should try their best to reduce teachers' work load, and focus on transferring the authority and autonomy back to teachers in order to develop their professional confidence. These should be considered as important paths to teacher empowerment. Teachers should develop the critical awareness in order to clearly understand the productive relationship between power and knowledge. They should also try their best to fight for the emancipation of their souls. Teachers' participation in decision making of school policies should be perceived as the essential pathway to professional development. / In the context of educational reform in Hong Kong, disciplinary technologies penetrated every school and affected the daily work of teachers through the consecution of "Key Performance Measures". This was a top-down and continuous process of power execution. During this process, a productive relationship among disciplinary technologies, power, and knowledge was developed. First of all, a disciplinary truth was legitimized through the training course of members in external assessment. With the implementation of school internal assessment, this disciplinary truth penetrated through every section in the school, and is then endorsed by the process of external assessment. Through the above process, a set of disciplinary truth was produced, enhanced, and extended to become a network of power which began to govern the souls of all stakeholders in school. Finally, this disciplinary truth completed its self-reproduction process through the execution of power and develops into an eternal truth. Whether practitioners agreed or disagreed with it, they were forced to express their loyalty and to implement it whole-heartedly. Even after conducting an external assessment, this disciplinary truth still governs every teacher's soul because principals and panel chairpersons firmly stick to it as the standard for assessing the performance of teacher's daily work. This disciplinary truth is perpetuated by the collaborated efforts of stakeholders in schools. Therefore, a power relation is not developed by A affecting B's behavior once, but is a long-term interactive negotiation process between A and B. Once a power relation starts to execute, it would be circulated within the power web. No one could totally handle or even control it, and it puts all the stakeholders into its eventual observable situation. Under the governance by the "eye of power", A and B participates in the process of negotiation between surveillance and resistance and becomes a continuous process of negotiation. This is the manifested state of the nature of power and is confirmed by this research. / This is an exploratory study which employs a qualitative research method to investigate the nature of power relation among schools in Hong Kong. In recent years, the Education and Development Bureau initiated a series of education reform which caused the intensification of teacher's work, the decline of trust on teacher, and the compression of professional autonomy. Among these various reform measures, the "Key Performance Measures" caused the greatest impact on Hong Kong schools. / 梁建新. / Adviser: Po King Choi. / Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0040. / Thesis (doctoral)--Chinese University of Hong Kong,2008. / Includes bibliographical references (p. 155-160). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Liang Jianxin.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Essa pesquisa, do tipo estudo de caso, pretende mostrar que a expansão das oportunidades educacionais em relação ao ensino de 2 Grau, não significou uma democratização dessa escola, na medida em que o professor, coerente com o modelo conservador da sociedade em que vive, desenvolve a sua prática de avaliação orientando-se por critérios que caracterizam a avaliação domesticadora. Tomando por base alguns conceitos próprios ao campo da avaliação, presentes nos documentos legais e nos textos de alguns autores, notadamente nos de Luckesi, faz-se uma descrição e contextualização da prática dos professores de duas turmas da primeira série de uma escola oficial de 2 Grau, uma diurna e a outra noturna, quando se tenta explicitar as contradições presentes no cotidiano dessa escola, no que se refere à prática da avaliação. Chega-se à conclusão que os professores, distanciando a sua prática da concepção teórica sobre o processo de avaliação, priorizam a função classificatória, em detrimento da função diagnóstica que tem o objetivo de auxiliar o avanço e o crescimento do aluno. Evidencia-se a necessidade de se propor aos professores um estudo e reformulação de alguns aspectos, notadamente aqueles ligados à seleção dos conhecimentos a serem transmitidos aos alunos e à própria essência do processo de avaliação. Isso significaria transformar o acesso ao ensino de 2 Grau em acesso real a aprendizagem socialmente significativas. / This research, of the case-study type, aims at showing that the expansion of the educational opportunities in relation to the teaching in the High School Courses did not mean a democratization of this school insofar as the teacher, coherent to the conservative model existing in the society we live in, develops his evaluation practice guided by criteria which characterize the domesticating evaluation system. Taking as a basis some concepts proper to the field of evaluation, present in the legal documents and in the texts of some authors, specially in those of Luckesis, we make a description and a contextualization of the practice of the teachers of two classes of the tenth grade of an official school one a day-time class, the other a night-school class when we try to explicit the contradictions present in the daily routine of this school concerning the practice of evaluation. We conclude that the teachers diverting their practice from the theoretical contextualization on the process of evaluation priorize the classificatory function in detriment to the function of diagnosis whose objective is to foster the advancement and growth of the student. We point out the need to propose to the teachers the study and reformulation of some evaluation aspects specially those connected with the selection of the knowledge to be transmitted to the students and the proper essence of the evaluation process. This would mean transferring the access to the teaching of the High School Course in the real access to learnings which are socially significative.

Esta Tese resulta de pesquisa, cujo objeto foram as concepções de professores sobre avaliação educacional, com o objetivo geral de verificar possíveis influências das avaliações externas nessas concepções. Foi conduzida numa escola de ensino fundamental da Rede Municipal de Ensino de São Paulo (RME-SP) e teve como justificativa, entre outros motivos, a importância da avaliação no trabalho docente, sobretudo para os resultados escolares. Há na pesquisa, ainda,um traço marcante que é o fato de que a RME-SP, há vários anos, tem sido envolvida em muitas avaliações externas, e tal situação permitiu considerar, por hipótese, que elas estariam influenciando as concepções docentes sobre avaliação educacional que, por sua vez, estariam repercutindo no trabalho docente, considerando, ainda, as características do contexto escolar como fator adicional. Um grande desafio metodológico concentrou-se em como apreender tais concepções dadas as características de suas manifestações, mediante investigação desenvolvida por meio de pesquisa de campo, com entrevistas, aplicação de questionário, análise documental e observações de reuniões coletivas, envolvendo professores dos anos iniciais e finais do ensino fundamental. Nesse quadro, a questão de pesquisa foi: Quais seriam os elementos das concepções de avaliação educacional dos professores que estariam indicando a influência do conjunto de avaliações externas que perpassam a RMESP? Após termos desenvolvido trabalho de campo e analisado os dados levantados, efetuou-se síntese com os principais achados. Esperando contribuir para a ampliação do debate das influências das avaliações externas nas concepções de avaliação educacional dos professores, concluímos que existem marcas importantes dessas avaliações no ambiente escolar, mas sem sustentar que as avaliações externas estariam controlando o trabalho e as concepções docente no que tange à avaliação educacional. / This Thesis results from research, whose object were the conceptions of teachers about educational evaluation, with the general objective of verifying possible influences of external evaluations in these conceptions.It was conducted in a primary school of São Paulo Municipal Education Network (RME-SP) and had as justification, among other reasons, the importance of evaluation in teaching work, especially for school results.In the research there is still a landmark trace which is the fact that RME-SP, for several years, has been involved in many external evaluations, and such situation allowed to consider, by hypothesis, that the external evaluations would be influencing the educational conceptions about educational evaluation that, in turn, would be impacting on the educational work, considering also the characteristics of the school context as an additional factor.A great methodological challenge was focused on how to apprehend such conceptions given the characteristics of its manifestations, through research developed through field survey, with interviews, questionnaire application, documentary analysis and collective meetings observations, involving teachers from early and ending years of the elementary school. In this context, the research question was: What would be the elements of the teachers\' educational evaluation conceptions that would indicate the influence external evaluations that permeate RME-SP? After having the fieldwork developed and analyzing the collected data, we synthesized the main findings and concluded, hoping to contribute to the expansion of discussion of the influences of external evaluations on the conceptions of teachers educational evaluation, noting important marks of these evaluations in the school environment, but without sustaining that the external evaluations would be controlling the work and teacher conceptions with regards to educational evaluation.

Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Aaron H. Carlstrom / This study extends existing student ratings research by exploring how teaching methods, individually and collectively, influence a minimum standard of student achievement on learning objectives and how class size impacts this influence. Twenty teaching methods were used to predict substantial or exceptional progress on each of 12 learning objectives. Analyses were conducted in four class-size groups, Small (between 10-14 students), Medium (between 15-34 students), Large (between 35-49 students), and Very Large (50 or more students). Archival data were over 580,000 classes of instructors and students who responded to two instruments within the IDEA Student Rating of Instruction system: Instructors completed the Faculty Information Form, and students responded to the Student Ratings Diagnostic Form. Significant progress, for the purpose of this study, means students indicated they made either substantial or exceptional progress on learning objectives the instructor identified as relevant to the course. Therefore, student ratings of progress were dichotomized and binary logistic regression was conducted on the dummy variables. Descriptive statistics and point-biserial correlations were also conducted to test the hypotheses. Teaching methods that stimulated student interest were found to be among the strongest predictors of significant progress on the majority of learning objectives across all class sizes. For all class sizes, significant progress was correctly classified from a low of 76% of the time to a high of 90% of the time. The higher students rated the instructor in stimulating them to intellectual effort the more progress they reported on a majority of learning objectives across all class sizes. Higher instructor ratings on inspiring students to set and achieve challenging goals were also associated with significant student progress on learning objectives across all class sizes. Class size was not a major factor affecting the predictive strength of groups of teaching methods on student progress on learning objectives. However, it was a factor concerning the predictive strength of individual teaching methods. The larger the enrollment the greater was the predictive strength of key teaching methods. Implications of the study for faculty professional development and for future research are discussed.

Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Doris W. Carroll / This study examined factors relates to student ratings of instruction and student levels of motivation. Data came from archival data of 386,195 classes of faculty and students who completed the Faculty Information Form (FIF), completed by the instructor, and the Student Ratings Diagnostic Form (SRDF) completed by the student from the Individual Development and Educational Assessment (IDEA) Center Student Ratings system. Descriptive statistics, correlation studies, analysis of variance (ANOVA), and pairwise comparisons were used to test the research hypotheses. Despite significant differences among student ratings of instruction and student motivation by course type, discipline, and student type, the amount of unknown variability in student ratings of instruction and student motivation is still very large. The findings from the study provide higher education institutions with information about differences between student ratings of instruction by institution type, course level, discipline, and course type as well as the impact of student motivation on student ratings of instruction.

Doctor of Education / Educational Leadership / Trudy A. Salsberry / Today’s teachers must not only be content experts, they must be reflective practitioners competent in both theory and complex learning processes. They must prove capable of constructing classrooms to meet the diverse needs of each child within a culture of global competition and high stakes testing. Beginning teachers are more effective when they enter classrooms with a strong identity and sense of self as teacher. Unfortunately, there is limited understanding of teacher candidate identity development and limited research on effective preparation strategies to strengthen the complex process. A two-staged instrumental-intrinsic case study was developed to collect and analyze candidate possible self-strategies. The investigation gave voice to an often-neglected source of insight, teacher candidates. The theory of possible selves, as proposed by Marcus and Nurius (1986), served as a framework for interviews conducted with thirteen candidates from a private institution in the Midwest. The researcher utilized results from previous applications of the theory to teacher education and extended findings by employing the strategy development process (Ibarra, 1999), an aspect previously unapplied to teacher preparation. Research findings provided insight into participants’ past memories and present motivations. While passive observation appeared to play a minor role in participant strategies, there was a heavy reliance upon future collegial support. Participants also valued intentional effective clinical mentors and suggested structured opportunities to promote dialogue and feedback. Results aligned with previous research that identified modeling of effective instructional strategies as essential to teacher educator quality. However, an additional attribute emerged, affective modeling. Participants attributed affective traits and actions of teacher educators to personal perceptions of collegiality and student-centered instruction. Findings support the utilitarian, investigative, and evaluative qualities of the theory of possible selves. The applied theoretical framework allowed for the assessment of participants’ knowledge, skills, and dispositions, aided in the identification of perceived preparation needs, and served as an appraisal of preparation program effectiveness. The collection and analysis of candidates’ hopes, fears, and process strategies served to inform teacher educator practice and increased understanding in regards to external and internal influences that shape professional identity development.