As the method, instrument, and reliability of teacher and principal evaluations has come under extreme scrutiny since the Education Reform Act of 2010, school systems across the nation have examined and refined the evaluation process for teachers and principals. Studies have shown the integration of peer evaluation as a model of teacher evaluations can have a positive impact on the teachers and their performance that participate in peer evaluation as well as the potential for an increase in the academic achievement of students. The purpose of this study was to investigate teachers’ overall perceptions of peer evaluation and of how the use of peer evaluation could improve their teaching practice. The goals of this study were to determine the level of sharing of instructional practices among their peers currently, and whether or not they perceived an increase in the amount of time spent sharing of best practices would occur as a result of incorporating peer evaluation into the current model of a formative evaluation. Further, teachers were asked to identify potential benefits as well as any potential challenges they see as a result of implementing peer evaluations. This study used an online survey to gather data from participants.
This study was conducted in a suburban school district in Maryland. A total of 34 teachers participated in the survey questionnaire. One elementary, one middle, and one high school were selected to participate in the survey. Data were collected through an online survey conducted in September 2017.
This study provides some evidence that teachers do welcome the possible integration of peer evaluation and perceive that peer evaluation may result in an increase in the amount of time spent sharing instructional strategies among other teachers. The findings also reported potential benefits such as increased sharing of best practices of instructional strategies, more timely and relevant feedback, and reduced feelings of isolation could potentially occur as a result of incorporating peer evaluation in the current model of formative evaluations. This study further identified potential challenges such as lack of time to complete peer evaluations, personal bias, and a perceived feeling of needing to add yet another task to the busy professional day of a teacher.
|Advisor:||Richardson, Patricia M., McLaughlin, Margaret J.|
|Commitee:||Cohen, Helene, Neubert, Debra, Slater, Wayne|
|School:||University of Maryland, College Park|
|Department:||Education Policy, and Leadership|
|School Location:||United States -- Maryland|
|Source:||DAI-A 79/07(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Teacher education|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be