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Evaluation and Games That Music Teachers Play: A Case Study of a Peer Review Program

Hill, Betty J
http://rave.ohiolink.edu/etdc/view?acc_num=osu1574681400815453

Abstract Details

2019, Doctor of Philosophy, Ohio State University, Music.
The professional development of teachers is an ongoing process of learning that is essential to their personal and professional growth and plays a significant role in students’ achievement and success. The purpose of this study was to examine how participation in a peer review and assessment program catalyzed changes in teachers’ attitudes, beliefs, and practices as a part of their professional growth. Specifically, the study examined how participation in a peer review and assessment program catalyzed music teachers’ professional growth (Borko, 2004; Desimone, 2009; Stanley, 2009). Nine music teachers were interviewed in this case study of a peer review program designed for the review and assessment of Student Learning Objectives (SLOs) and set in a large urban Midwestern school district in Ohio. The peer review program presented a unique opportunity to examine the capacity for music teachers’ professional growth in varied contexts as teachers created and applied measurable student learning targets. Five key themes emerged from the findings: a) attitudes of resistance resulting from reviewee’s misinterpretations of the SLO process and its purpose; b) advocacy for music teaching for the purpose of teaching and learning with clarity; c) asset-based vs. deficit ideology in which teachers examine standards for student achievement in urban settings; d) reflection and review upon individual teacher’s practice; and e) enacting the role of reviewer as policy enactor, to enforce the authenticity and rigor of the content-specific initiative. Findings hold implications for: (a) informed peer review planning; (b) teacher evaluation; and (c) effective professional development linked to collaboration.
Julia Shaw, PhD (Advisor)
Jan Edwards, PhD (Advisor)
Antoinette Miranda, PhD (Committee Member)
123 p.
Educational Evaluation; Fine Arts; Music; Music Education; Teacher Education
peer review; peer mentoring; professional development; collaboration; music teacher evaluation; student learning objectives; professional growth

Recommended Citations

Citations

  • Hill, B. J. (2019). Evaluation and Games That Music Teachers Play: A Case Study of a Peer Review Program [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574681400815453

    APA Style (7th edition)

  • Hill, Betty. Evaluation and Games That Music Teachers Play: A Case Study of a Peer Review Program. 2019. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1574681400815453.

    MLA Style (8th edition)

  • Hill, Betty. "Evaluation and Games That Music Teachers Play: A Case Study of a Peer Review Program." Doctoral dissertation, Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574681400815453

    Chicago Manual of Style (17th edition)

osu1574681400815453
363
© 2019, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.