Maintaining Self-Efficacy: A Grounded Theory of How Elementary Education Teachers Adapt to Value-Added Evaluation
Teachers’ distrust of value-added evaluation methods and their responses to value-added evaluation policy as individual actors have been well documented (Collins, 2014; Feuer, 2012; Firestone, 2014; Goldhaber, DeArmond, & Deburgomaster, 2011; Jiang, Sporte, & Luppescu, 2015; Lee, 2011; Michalek, 2014.) However, minimal research has looked at how value-added evaluation policy shapes teachers as actors within an institutional organization. Given the widespread implementation of value-added teacher evaluation policies, changes in teachers’ practices can have consequences on the learning experiences of students across the United States.
Published in: Canada International Conference on Education, 2018
- Date of Conference: 25-28 June, 2018
- DOI: 10.2053/CICE.2018.0095
- Electronic ISBN: 978-1-908320-90-2
- Conference Location: University of Toronto Mississauga, Canada