M.Ed. (Education Management) / The crux of the teacher evaluation problem is the use of unidimensional approaches in an attempt to measure the multi-dimensional behaviours ,involved in teacher effectiveness. Such one-dimensional approaches are subjective, unreliable and evaluate superficially. The confidentiality of teacher evaluation data between teacher and evaluator must be maintained. Teacher effectiveness is a multi-dimensional contextual concept. Evaluation is a goal-directed activity. The evaluation of teacher effectiveness is thus a purposeful action attempting to measure a contextual concept, the interpretation being paradigm related. The multi-dimensionality of teacher effectiveness necessitates the consideration of all possible variables from the teacher environment. The preoperational variables such as personality, attitude, teaching experience and achievements are concerned with the person of the teacher. These "teacher-as-person-variables" serve as a basic source to motivate the various teaching behaviours. A second source of input variables are the various contextual variables such as school climate, socio-economicstatus of the pupils and opportunity to participate in joint decision-making. The particular distinctiveness of these variables accentuates the contextuality of teacher effectiveness. Process variables learning process. and instruction effectiveness. are used in an attempt to evaluate the teaching Effective lesson-planning, classroom management are chosen in an attempt to measure teacher Outcome or product variables such as pupil achievements, quality of relationships and job satisfaction serve as objective measures of teacher effectiveness. The learning process and hence the effectiveness of teachers is affected by pupil appearances, cognitive and personality differences. In an attempt to evaluate the many variables involved in teacher effectiveness the de~elopment of a multi-dimensional teacher evaluation system is attempted. These variables must be integrated into a multi-dimensional appraisal system so that. the teacher is evaluated in totality. The evaluation of high-inference pre-operational or presage variables occur most often by means of evaluation scales. A knowledge of the teacher's philosophy of life and attitude towards teaching would enable a better understanding of those aspects of the personality that affect the effectiveness of teachers. Evaluation of process variables occur during observation of the teaching process. The use of observation instruments such as those of Kounin and Flanders enable the objective recording of classroom behaviour. Cosgrove's Forced Choice Procedure and~he system of verbal interaction categories are both formative in nature and serve to satisfy the professional teacher's need for self-evaluation. Pupil achievements serve as a source for the evaluation of product variables. These achievements may be determined by the use of either norm-referenced or ideographic tests whilst simultaneously serving as 'n measure of teacher effectiveness. Pupils achievement marks and I.Q. can be standardised to serve as a basis for dertermining pupil achievement according to potential. Feedback of evaluation data to the teacher must be done with empathy and compassion. In the hands of the professional evaluator, multi-dimensional evaluation can play a vi tally important role in the enhancement of teacher effectiveness.

The purpose of this study was to determine the effectiveness of and the subjects' overall satisfaction with the implementation of an internally created performance appraisal system. The system was implemented at a major technology consulting firm in the US. The subjects of this study were manager level employees of the firm. An employee survey conducted annually at the firm included questions relating to the implementation of the performance appraisal system. Eight years of managers' responses to six key questions in the Career Development category were analyzed. Managers' perceptions of their contribution to the firm, their understanding of what career paths are available to them, their understanding of the requirements for promotion, as well as their overall satisfaction with the implementation of the performance appraisal system were captured by this survey. Trend analysis indicates that managers at the firm perceived their career path knowledge improved and their understanding of promotion criteria improved as a result of the implementation. Overall satisfaction with the implementation did not improve enough to site confidence in managers' perceptions for the period immediately after the implementation; managers' responses to the actual implementation were disagreeable to neutral. Managers did not feel their impact on the organization improved as a result of the implementation.

Thesis advisor: Marilyn Cochran-Smith / The Massachusetts edTPA Pilot and Field Test (2010-2013) was launched by the Massachusetts Department of Elementary and Secondary Education to evaluate the possible adoption of edTPA within that state. Guided by Cochran-Smith et al.’s(2013) Politics of Policy Framework, this mixed-methods study examines this policy initiative by analyzing the dominant national media of the era using Stone’s (2002) concept of “metaphors and analogies” as well as interview data from 21 teacher educator participants from the five pilot educator preparation institutions. Findings indicate that multiple dominant frames permeated the national and Massachusetts media narrative, specifically a focus on efficiency, equity, and liberty. These frames were used by both proponents and opponents of edTPA implementation. Moreover, despite many similarities between pilot institutions, implementation of the Massachusetts, edTPA evolved differently in each organization due to multiple institutional-level factors, including access to resources, strength of institutional leadership and organization, level of program coherence, and presence or absence of a strong internal accountability system. Consistent with co-construction theories of policy implementation (Datnow & Park, 2009) this study unpacks the iterative and dynamic nature of policy development and implementation. In doing so, it highlights the real-world complexity of policy implementation at the institutional level and how policy can be interpreted and implemented differently in varying contexts. / Thesis (PhD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

"The writer has come to believe that much of the discussion in faculty meetings on the topic 'How to Improve Evaluation of Pupil Progress' has centered too much on the mechanics of reporting, that is, upon a debate regarding the form and kind of marking system used in the report card itself. Ideas gathered from several courses taken at Florida State University and from reading have convinced the writer that while, in evaluating pupil progress, the method of reporting is important, building a new report card is not the first step to be undertaken. Several prior questions of a very fundamental sort must be answered before one comes to settling the report card issue. Therefore the paper will reflect what the writer considers to be essential considerations in the process of defining learning outcomes, securing evidence of their achievement, and reporting the progress achieved"--Introduction. / Typescript. / "August, 1958." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 46-47).

"I intend to show in this paper the reasons, favorable and unfavorable, for teacher evaluation. In Chapter IV I will attempt to emphasize some underlying factors of a true teacher evaluation plan"--Introduction. / "August, 1954." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaves 20-22).

This doctoral thesis is an outcome of research in the field of financial performance and credibility evaluation of enterprises and an artificial intelligence apparatus in decision making. Within the framework of a cognitive objective is a complex analysis in the field of financial credibility of enterprises and artificial intelligence, as this subject is currently perceived first of all in the Czech, but also in foreign literature. Within the framework of this objective a convenient instrument in the field of an evaluation of financial performance of enterprises was chosen. For an applied evaluation of financial credibility, a convenient instrument oriented at assessment of risk spread for a calculation of equity capital costs was chosen. An inventive objective is a proposition of a rating model, application of chosen artificial intelligence apparatus for assessment of risk spread for the calculation of equity capital costs on the basis of proposed rating model and compilation of algorithm for calculation of equity capital cost.

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The study attempts to formulate criteria to evaluate the work of the elementary school principal in city schools, subdividing his duties into five major phases, namely: (1) supervision, (2) administration, (3) organization, (4) clerical, and (5) other duties.

I re-examine “rating shopping” and “rating catering” in the market for AAA rated collateralized debt obligations (CDOs) by replicating the study of Griffin and Tang (2013) using post-crisis data. I find a sharp increase in the amount of CDOs that received a single rating, suggesting that CDO underwriters were more cautious about formally soliciting multiple ratings. However, I also find a decrease in AAA rating disagreements between S&P and Moody’s, implying that issuers shopped their CDOs through informal conversations with agencies. Finally, I find investors correctly accepted tighter credit spreads for dual-rated CDOs because dual-rated CDOs experienced fewer rating downgrades than single rated deals. These results differ from the pre-crisis findings of Griffin and Tang (2013) and are consistent with the existence of rating shopping and disappearance of rating catering during the post-crisis period.

published_or_final_version / Education / Master / Master of Education