ERIC Number: EJ1054286
Record Type: Journal
Publication Date: 2015-Mar
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0895-9048
EISSN: N/A
Teacher Evaluation, Performance-Related Pay, and Constructivist Instruction
Liang, Guodong; Akiba, Motoko
Educational Policy, v29 n2 p375-401 Mar 2015
Using statewide longitudinal teacher survey data collected in 2009 and 2010, this study examined the characteristics of teacher evaluation used to determine performance-related pay (PRP), and the association between PRP and improvement in the practice of constructivist instruction. The study found that 10.9% of middle school mathematics teachers in Missouri received PRP in 2009 and the average amount was US$1,463. The teachers were mainly evaluated by principals who conducted classroom observations and held face-to-face meetings to assess their teaching practice and professional development activities. After controlling for the background characteristics, this study found a modest yet positive association between PRP and improvement in teacher practice of constructivist instruction from 2009 to 2010.
Descriptors: Constructivism (Learning), Teacher Evaluation, Merit Pay, Longitudinal Studies, Teacher Surveys, State Surveys, Middle School Teachers, Mathematics Teachers, Meetings, Faculty Development, Educational Practices, Teacher Improvement, Evaluation Criteria, Evaluation Methods, Statistical Data, Likert Scales, Predictor Variables, Teacher Characteristics, Observation
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Identifiers - Location: Missouri
Grant or Contract Numbers: 0746936