The impact of different instructional models on teacher performance scores as measured by the Texas Teacher Appraisal System /
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1989.
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| Subjects: | |
| Online Access: | Link to OAKTrust copy |
| Abstract: | The purpose of this study was to assess the impact of different models of instruction on the total performance score awarded by appraisers using the Texas Teacher Appraisal Instrument. With the development and implementation of the Texas Teacher Appraisal System (TTAS) in the Texas Public Schools in September of 1986, teachers began to question whether the instrument allowed for flexibility in using different teaching methods. Fifty-six appraisers were randomly assigned to one of two groups. One group viewed a videotaped lesson taught using the direct instruction model, and the other viewed a lesson taught using inquiry. Each group was then divided into two categories according to initial level of training, either elementary or secondary. Using the TTAS, the trained appraisers evaluated the lessons in accordance with state guidelines. A factorial analysis of variance, conducted at an .05 level of significance, was computed to detect whether the proposed treatments, the level of appraiser training, and their interaction influenced teacher performance scores. Results revealed a significant difference among the treatment groups in favor of the direct instruction model. There was no significant difference between the levels of appraiser training nor in the interaction of these two main effects. |
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| Item Description: | Typescript (photocopy). Vita. "Major subject: Curriculum and Instruction." |
| Physical Description: | ix, 81 leaves ; 29 cm |
| Bibliography: | Includes bibliographical references. |