Date
7-2018
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Kurt Y Michael
Keywords
Formative Assessment, Problem Solving, Student Achievement, Student Engagement, Teacher Evaluations, Teaching Strategies
Disciplines
Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Leadership | Higher Education Administration
Recommended Citation
Stock, Grant, "The Relationship between Teacher Pedagogy Skills, as Reported by the Network for Educator Effectiveness Teacher Evaluation System, and Eighth Grade Science Achievement Scores in Missouri" (2018). Doctoral Dissertations and Projects. 1806.
https://digitalcommons.liberty.edu/doctoral/1806
Abstract
Every year in thousands of schools across the United States high stake decisions are made regarding the retention, promotion, professional development, and training of staff using teacher evaluation instruments. Therefore, it is vital to determine if these evaluation instruments as well as the teaching strategies they measure are effective in improving student achievement. The purpose of this study was to see if there is a correlation between the scores eighth grade science teachers receive on the Network for Educator Effectiveness observation instrument for the teaching practices of cognitive engagement, problem solving and critical thinking, and formative assessment and how well their eighth grade science students performed on Missouri’s state accountability test. The participants in the study consisted of 37 schools in the state of Missouri. There were 57 teachers who had their teacher evaluation scores on the Network for Educator Effectiveness observation instrument tied to their students’ scores on the eighth grade science test for the state of Missouri. This study used archival data. The researcher utilized a linear regression analysis for this study to test the three null hypotheses to describe the strength and relationship between each predictor variable and the criterion variable. It was discovered that all three predictor variables of cognitive engagement, problem solving, and critical thinking, and formative assessment were significantly correlated to the criterion variable of students’ scores on the eighth grade science test for the state of Missouri. It was concluded that resources spent by educators in developing this teaching practices would help increase their student’s performance. In addition, further studies into the effectiveness of the Network for Educator Effectiveness teacher evaluation system should be examined
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Higher Education Administration Commons
