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Download full textWright, Kim B.; Shields, Samantha M.; Black, Katie; Banerjee, Manjari; Waxman, Hersh C. – Education Policy Analysis Archives, 2018
In the present study, hierarchical linear modeling with random intercept models was used to estimate the impact school and teacher-level factors had on K-12 teachers' perceptions of school influence, curricular and pedagogical autonomy, and job satisfaction in the early years of the Race to the Top Era. The main predictors investigated were…
Descriptors: Teacher Attitudes, Teacher Influence, Professional Autonomy, Job Satisfaction
Adams, Curt M.; Forsyth, Patrick B.; Ware, Jordan; Mwavita, Mwarumba; Barnes, Laura L.; Khojasteb, Jam – Education Policy Analysis Archives, 2016
Oklahoma is one of 16 states electing to use an A-F letter grade as an indicator of school quality. On the surface, letter grades are an attractive policy instrument for school improvement; they are seemingly clear, simple, and easy to interpret. Evidence, however, on the use of letter grades as an instrument to rank and improve schools is scant…
Descriptors: Grading, Grades (Scholastic), Educational Quality, Educational Indicators
Wilson, Mark; Hallam, P. J.; Pecheone, Raymond; Moss, Pamela A. – Education Policy Analysis Archives, 2014
This study examines one part of a validity argument for portfolio assessments of teaching practice used as an indicator of teaching quality to inform a licensure decision. We investigate the relationship among portfolio assessment scores, a test of teacher knowledge (ETS's Praxis I and II), and changes in student achievement (on…
Descriptors: Portfolio Assessment, Teaching Experience, Teacher Certification, Educational Quality
