The Restrictive Concepts of Teacher Evaluation and Their Discourse Communities
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| Title: | The Restrictive Concepts of Teacher Evaluation and Their Discourse Communities |
|---|---|
| Language: | English |
| Authors: | Hazi, Helen M. |
| Source: | Journal of Educational Supervision. 2022 5(1):44-67. |
| Availability: | University of Maine College of Education and Human Development. 334 Merrill Hall, University of Maine, Orono, ME 04469. Web site: https://digitalcommons.library.umaine.edu/jes/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Teacher Evaluation, Discourse Communities, Scholarship, Educational Research, Discourse Analysis, Educational Psychology, Psychometrics, Industrial Psychology, Labor Legislation, Economics, Teacher Supervision, Teacher Education |
| Abstract: | Teacher evaluation is a personnel practice in education and a field of study with multiple discourse communities, including a community in supervision. Many concepts from these discourse communities have influenced practice over time. In this article, I place teacher evaluation as a practice originating in the intersection of supervision and administration, describe its tumultuous relationship with supervision, and identify the many concepts that restrict its practice with examples of scholarship. This article is important "fieldwork" that scholars must periodically conduct on their niche to better understand its audiences, scope, and influences. Examples of fieldwork include: analyses of scholarship, collections on a theme, handbooks, histories, interviews of scholars, memoirs, and genealogies of scholars. This article is a type of analysis of scholarship for the field of teacher evaluation, as Bolin (1988), Blumberg (1990), Garman (2020), Glanz (2018), Gordon (2019), Mette (2019), and Glanz and Hazi (2019) have done for the field of supervision. I am often asked, "Is there anything left to study about teacher evaluation?" This article may help scholars broaden their thinking about the many discourses of teacher evaluation as well as their own niche. Understanding the nature of the discourses helps a scholar navigate its writings and research, situate his/her contribution, and interpret the results of emerging research. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1351566 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1351566 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: The Restrictive Concepts of Teacher Evaluation and Their Discourse Communities – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hazi%2C+Helen+M%2E%22">Hazi, Helen M.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Supervision%22"><i>Journal of Educational Supervision</i></searchLink>. 2022 5(1):44-67. – Name: Avail Label: Availability Group: Avail Data: University of Maine College of Education and Human Development. 334 Merrill Hall, University of Maine, Orono, ME 04469. Web site: https://digitalcommons.library.umaine.edu/jes/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 25 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Evaluative – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Teacher+Evaluation%22">Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Communities%22">Discourse Communities</searchLink><br /><searchLink fieldCode="DE" term="%22Scholarship%22">Scholarship</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Psychology%22">Educational Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Industrial+Psychology%22">Industrial Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Labor+Legislation%22">Labor Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Economics%22">Economics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Supervision%22">Teacher Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Teacher evaluation is a personnel practice in education and a field of study with multiple discourse communities, including a community in supervision. Many concepts from these discourse communities have influenced practice over time. In this article, I place teacher evaluation as a practice originating in the intersection of supervision and administration, describe its tumultuous relationship with supervision, and identify the many concepts that restrict its practice with examples of scholarship. This article is important "fieldwork" that scholars must periodically conduct on their niche to better understand its audiences, scope, and influences. Examples of fieldwork include: analyses of scholarship, collections on a theme, handbooks, histories, interviews of scholars, memoirs, and genealogies of scholars. This article is a type of analysis of scholarship for the field of teacher evaluation, as Bolin (1988), Blumberg (1990), Garman (2020), Glanz (2018), Gordon (2019), Mette (2019), and Glanz and Hazi (2019) have done for the field of supervision. I am often asked, "Is there anything left to study about teacher evaluation?" This article may help scholars broaden their thinking about the many discourses of teacher evaluation as well as their own niche. Understanding the nature of the discourses helps a scholar navigate its writings and research, situate his/her contribution, and interpret the results of emerging research. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2022 – Name: AN Label: Accession Number Group: ID Data: EJ1351566 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 44 Subjects: – SubjectFull: Teacher Evaluation Type: general – SubjectFull: Discourse Communities Type: general – SubjectFull: Scholarship Type: general – SubjectFull: Educational Research Type: general – SubjectFull: Discourse Analysis Type: general – SubjectFull: Educational Psychology Type: general – SubjectFull: Psychometrics Type: general – SubjectFull: Industrial Psychology Type: general – SubjectFull: Labor Legislation Type: general – SubjectFull: Economics Type: general – SubjectFull: Teacher Supervision Type: general – SubjectFull: Teacher Education Type: general Titles: – TitleFull: The Restrictive Concepts of Teacher Evaluation and Their Discourse Communities Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hazi, Helen M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2022 Numbering: – Type: volume Value: 5 – Type: issue Value: 1 Titles: – TitleFull: Journal of Educational Supervision Type: main |
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