In this study, the researcher explored the views and opinions held by teachers and administrators toward a teacher evaluation system. The purpose was to learn how educators’ opinions and views might impact how school leaders administer the evaluation system and how teachers receive it. Knowledge gained from this study may provide understanding for district and school-level leaders as they develop training and implementation strategies. Teachers and administrators were interviewed, and district-provided documents were reviewed, to gather data that was analyzed using qualitative research methods. Based on the data analysis, recommendations are made regarding implementation strategies that may improve the evaluation process.

In order to gain a more comprehensive understanding of the complexities which constitute an effective teacher and promote a positive learning climate, a field study methodology was employed to develop an evaluative instrument and to gain descriptive data. For the purpose of developing an instrument to describe and measure effective teachers, 24 actual learning sessions (classes) were observed, extensive notes taken, and tape recordings were made in order to isolate and describe the behaviors which seemed critical to the situation being studied. This was done by observing the teacher as he taught and the learners while they learned. The teacher was reputed to be an "effective" teacher and was chosen for this reason. At the end of the 24 sessions the perceptions, observations, and inferences of the investigator were measured against those of the learners in the same classroom situation to determine how congruent they were. The results of the study also confirmed the reputation of the teacher. This information was utilized in the development of scale items. In addition, a second study was designed as a measure of the same teacher, teaching another course, and different students (92 second year medical students). A questionnaire was designed to test the overall effectiveness of the teacher, by the students, and just as important as the rating was the information elicited from the students regarding the teacher and the class process. This was done by way of open ended questions, and the coding of these questions by the investigator. This information too became useful in developing scale items. Once the scale items were developed by the empirical method described above, the items were pretested on teachers teaching in the same department as the exemplar teacher. The results of the pre-test were statistically significant correlations between the scale items and a student rating of the overall effectiveness of the teachers being studied. The scale items were refined and tested on another larger and different samples of teachers. The teachers in this sample were teachers at Portland State University in various departments. Thirty teachers participated in the testing of the instrument. This part of the study was designed to compare the instrument developed by the investigator using the process of a trained observer (direct observation) against a study designed and developed by the traditional survey method of scale development which utilized factor analysis to select scale items. The correlation between the b10 scales (a split model design was used--one half the students answered the investigator's instrument, one half the students answered the criterion instrument) was nearly perfect.

The purpose of this study is to compare the Fonix Type 5000 Hearing Aid Test Set to the B&K system by testing the same hearing aids with both systems in order to determine whether there are any important differences between the measurements obtained using the two systems. Frequency response has been chosen as the measure on which the comparisons will be made.

ABSTRACT This conceptual review is an introductory exploration of campaign evaluation's potential to support broader development processes. The review is not conclusive, but maps theoretical and empirical themes, highlights debates, identifies potentially constructive approaches, and notes areas for further investigation. It considers how a critical understanding of social systems, development paradigms and communication models may enhance campaign evaluation's transformative role. The review finds accountability to campaign funders often drives evaluation, rather than a commitment to those who most need to benefit from development. Amongst other factors, this limits evaluation's contribution to social change. The author concludes that 'constructive' evaluation differs from one context to another - each campaign requires a unique approach to optimise and sustain development outcomes. However, there remains considerable scope to develop campaign evaluation theory and practice for public value. This will require extensive dialogue; critical reflection; multidisciplinary, cross-sectoral and interorganisational collaboration; and greater commitment to sustainable development.

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This study was conducted to gain insight into the challenges and issues facing a relatively new (2nd year on the job) principal of a rural high school in relation to effectively evaluating teachers using a state mandated program referred to as Mississippi Statewide Teacher Appraisal Rubric (MSTAR). Okolona High School (OHS), a secondary school, in a problem-laden school district located in Okolona, Mississippi served as the site for the study. The MSTAR acronym refers to the state’s new evaluation program for teachers developed by the Mississippi Department of Education (MDE).

No description available.

No description available.

No description available.