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Can Principals Identify Value-Adding Teachers? Can Principals Accurately Identify Effective Teachers as Measured by Value-Added Analysis?

McFarland, Kathryne L.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1377251390

Abstract Details

2013, Doctor of Education (EdD), Ohio University, Educational Administration (Education).
In a true experiment with random assignment of subjects to three treatment conditions, this study examined the accuracy of principals' judgment in identifying effective teachers. Principals (chosen from all K-12 levels) were randomly assigned to watch one of three 20-minute videos of a middle-school math teacher teaching math. Each treatment group served as the control for the others. The three groups featured: (1) a "below" teacher, (2) a "NDD" teacher, and (3) an "Above" (i.e., a teacher representing each of the three categories of value-added rating in force in Ohio at the time of the study). After completing demographic items and then viewing the video, principals completed a single item to record their judgment of the value-adding designation to which the teacher in the video belonged. Four demographic variables established the comparability of treatment groups: gender, education level, years of teaching experience and years of administrative experience. Findings showed that within a reasonable margin of error, principals were able to identify middle-school math teachers judged in Ohio to be "value-adding". They were not able, however, accurately to identify middle-school math teachers with value-added designations of "no discernible difference" or "not value-adding." The study interprets the results and concludes with recommendations for practice and research.
Craig Howley, Dr. (Committee Chair)
Aimee Howley, Dr. (Committee Member)
Ginger Weade, Dr. (Committee Member)
William Larson, Dr. (Committee Member)
182 p.
Education; Education Policy; Educational Evaluation
Value Added; teacher evaluation; principal; growth data; effective teachers; value-added analysis

Recommended Citations

Citations

  • McFarland, K. L. (2013). Can Principals Identify Value-Adding Teachers? Can Principals Accurately Identify Effective Teachers as Measured by Value-Added Analysis? [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1377251390

    APA Style (7th edition)

  • McFarland, Kathryne. Can Principals Identify Value-Adding Teachers? Can Principals Accurately Identify Effective Teachers as Measured by Value-Added Analysis? . 2013. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1377251390.

    MLA Style (8th edition)

  • McFarland, Kathryne. "Can Principals Identify Value-Adding Teachers? Can Principals Accurately Identify Effective Teachers as Measured by Value-Added Analysis? ." Doctoral dissertation, Ohio University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1377251390

    Chicago Manual of Style (17th edition)

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© 2013, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.