Teacher evaluation: An examination of the congruence of purpose and practice in the L.D.S. Church Educational System.
| dc.contributor.author | Howell, Glade Bradly. | |
| dc.creator | Howell, Glade Bradly. | en_US |
| dc.date.accessioned | 2011-10-31T18:39:49Z | |
| dc.date.available | 2011-10-31T18:39:49Z | |
| dc.date.issued | 1995 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/187425 | |
| dc.description.abstract | This study examines the congruence of teacher evaluation practices in the L.D.S. Church Educational System with the institutionally stated purposes for which teacher evaluation is to be conducted. Specifically, this is a qualitative study that utilizes the "grounded theory" approach (Glaser; Strauss, 1967) in the analysis of 10 in-depth interviews of Released-time Seminary teachers of the L.D.S. Church Educational System. Interviews transcriptions of teacher perceptions regarding teacher evaluation practices provided the basis for data analysis and interpretation. The use of The Ethnograph IV software assisted data analysis wherein the researcher identified emergent themes and patterns relating to teacher evaluation practices. Findings suggest that L.D.S. teacher evaluation practices are not perceived as congruent with the institutionally stated purposes. Findings are presented in terms of thematic patterns found to be emergent in the data. A theoretical rationale for the CES teacher evaluation practices is provided by Max Weber's sociological theory of organizational bureaucracy. Recommendations regarding practice and additional research are included. | |
| dc.language.iso | en | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en_US |
| dc.title | Teacher evaluation: An examination of the congruence of purpose and practice in the L.D.S. Church Educational System. | en_US |
| dc.type | text | en_US |
| dc.type | Dissertation-Reproduction (electronic) | en_US |
| dc.contributor.chair | Griffin, Gary A. | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | doctoral | en_US |
| dc.contributor.committeemember | Clark, Donald C. | en_US |
| dc.contributor.committeemember | Horak, Willis J. | en_US |
| dc.identifier.proquest | 9623318 | en_US |
| thesis.degree.discipline | Teaching and Teacher Education | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.name | Ed.D. | en_US |
| refterms.dateFOA | 2018-07-13T11:39:25Z | |
| html.description.abstract | This study examines the congruence of teacher evaluation practices in the L.D.S. Church Educational System with the institutionally stated purposes for which teacher evaluation is to be conducted. Specifically, this is a qualitative study that utilizes the "grounded theory" approach (Glaser; Strauss, 1967) in the analysis of 10 in-depth interviews of Released-time Seminary teachers of the L.D.S. Church Educational System. Interviews transcriptions of teacher perceptions regarding teacher evaluation practices provided the basis for data analysis and interpretation. The use of The Ethnograph IV software assisted data analysis wherein the researcher identified emergent themes and patterns relating to teacher evaluation practices. Findings suggest that L.D.S. teacher evaluation practices are not perceived as congruent with the institutionally stated purposes. Findings are presented in terms of thematic patterns found to be emergent in the data. A theoretical rationale for the CES teacher evaluation practices is provided by Max Weber's sociological theory of organizational bureaucracy. Recommendations regarding practice and additional research are included. |
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