The purpose of this qualitative study was to closely examine the RISE evaluation system and its effectiveness in non-traditional, Montessori schools. The research consisted of a qualitative study interview approach using three administrators, one who did not use the RISE evaluation system, and two who were mandated by their central office to use it; and four teachers, all who were evaluated with the RISE evaluation system. This qualitative study used the theoretical framework—hermeneutic phenomenology. Interviews with the administrators and teachers were used to collect the data. The interviews were administered in personal offices, coffee shops, and at my personal office. All interviews(except one) were tape recorded and transcribed by me. The transcribed interviews were coded to create an item analysis.
The main purpose of this study was to determine if the RISE evaluation system would be an effective tool to use in non-traditional classrooms, such as a Montessori classroom. This study was intended to give educators of non-traditional schools and classrooms information about the RISE evaluation system’s effectiveness.
This research contributes to the field by studying the RISE evaluation system’s effectiveness in non-traditional classrooms. This study provides a framework for examining the factors for conducting effective evaluations using the RISE evaluation system in non-traditional schools.
|Commitee:||BENNETT, DEBORAH, FREELAND, JAMES, HIRTH, MARLYN|
|School Location:||United States -- Indiana|
|Source:||DAI-A 77/04(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, School administration|
|Keywords:||Montessori schools, RISE Evaluation System, Teacher evaulation|
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