dc.contributor.author	O' Bryant, Carrie
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2014-2022	en_US
dc.date.accessioned	2022-05-25T15:29:54Z
dc.date.available	2022-05-25T15:29:54Z
dc.date.issued	2022-05
dc.identifier.other	6225D60E-C36B-53A1-42FA-37C5963FB4F9	en_US
dc.identifier.uri	https://hdl.handle.net/10428/5434
dc.description.abstract	There is a longstanding debate over how to evaluate teachers. Various models of teacher evaluation tools including observations, teaching artifacts, or frequent walkthroughs, provide evidence of daily classroom performance. Although there are questions on the most efficient means by which to complete evaluations, most agree evaluative tools must focus on teacher growth. The Georgia TKES evaluative tool, enacted in 2014, was created to address the multifaceted subject of teacher evaluation. The study employed a non-experimental, quantitative design to determine the extent by which TKES scores, academic setting (self-contained or departmentalized), and levels of the percentages of ED students predict student growth and student achievement. Additionally, the reliability and interpretability of the TKES components were examined. Data representing 4,000 fourth and fifth grade ELA and math teachers were provided by the Georgia Department of Education. Results from the study indicated standards predictive of student growth and achievement by subject and grade. In fourth grade ELA, the following standards were predictive of student growth: 4 (proficient and exemplary) and 8 (exemplary). Standards 9 (proficient level) and 3 (proficient and exemplary levels) had a negative impact. In fourth grade math, the following standards were predictive of student growth: 1 (exemplary) and 3 (exemplary). There were no standards associated with student growth in fifth grade ELA or math. For student achievement, the following standards were predictive of achievement in fourth grade ELA: 3 (exemplary), 7 (exemplary), 8 (exemplary), and 10 (exemplary). Standard 8 (needs development) was associated with a negative impact on student achievement. In fourth grade Math, the following standards at exemplary levels were associated with predicting student achievement: 1, 2, 7, and 8. In fifth grade ELA and math, the following standards at exemplary levels were associated with predicting student achievement: 1, 4, 7, 8, and 9. The study revealed there was a significant difference between levels of economically disadvantaged students and student achievement across fourth and fifth grade ELA and math. Setting was also significant in fourth grade math. In the final research question, TKES Standards were reduced to two components for fourth grade ELA and three components for the remaining sub-questions. Keywords: student growth percentile, Georgia Milestones, TKES, Georgia teacher evaluation, student achievement, self-contained vs departmentalized	en_US
dc.description.tableofcontents	TABLE OF CONTENTS -- Chapter I: INTRODUCTION 1 -- Overview 1 -- Conceptual Framework 3 -- Statement of the Problem 7 -- Purpose of the Study 8 -- Research Questions 9 -- Methodology 12 -- Definition of Key Terms 13 -- Chapter II: LITERATURE REVIEW 15 -- Need for Teacher Evaluation 15 -- History of Evaluations 16 -- Existing Evaluative Models 20 -- Purpose of Evaluations 25 -- Effective Teaching Practices 26 -- Cautions for Educators Seeking Effective Evaluative Systems 30 -- Factors Affecting the Learning Environment 34 -- Teacher Keys Effectiveness System 41 -- Chapter III: METHODOLOGY 53 -- Research Questions 53 -- Research Design 57 -- Participants 58 -- Instrumentation 59 -- TKES 59 -- Validity 60 -- Reliability 61 -- GMAS 61 -- Validity 62 -- Reliability 63 -- Data Collection 64 -- Data Analysis 64 -- Descriptive Statistics 65 -- Inferential Statistics 65 -- Statistics Considerations and Assumptions 67 -- Chapter IV: RESULTS 70 -- Population and Sample 74 -- Descriptive Statistics 74 -- Results by Question 88 -- Research Question 1 88 -- Fourth Grade ELA 89 -- Fourth Grade Math 94 -- Fifth Grade ELA 100 -- Fifth Grade Math 106 -- Research Question 2 111 -- Fourth Grade ELA 111 -- Fourth Grade Math 118 -- Fifth Grade ELA 125 -- Fifth Grade Math 133 -- Research Question 3 141 -- Fourth Grade ELA 141 -- Fourth Grade Math 163 -- Fifth Grade ELA 151 -- Fifth Grade Math 156 -- Research Question 4 160 -- Fourth Grade ELA 160 -- Fourth Grade Math 167 -- Fifth Grade ELA 173 -- Fifth Grade Math 179 -- Chapter V: INTERPRETATIONS, CONCLUSIONS, AND RECOMMENDATIONS 189 -- Introduction 188 -- Literature Review 190 -- Methodology 196 -- Findings 198 -- Limitations and Assumptions 200 -- Suggestions for Future Research 201 -- Conclusion 202 -- REFERENCES 208.	en_US
dc.format.extent	1 electronic document and derivatives, 275 pages. 3101783 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Academic achievement	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education	en_US
dc.subject	Georgia	en_US
dc.subject	Student growth (Academic achievement)	en_US
dc.subject	Teachers--Evaluation	en_US
dc.title	Teacher Evaluation and Other Implications of Student Growth and Achievement in Public Schools in Georgia	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology, and Workforce Development of the James L. and Dorothy H. Dewar College of Education and Human Services	en_US
dc.description.advisor	Pate, James L.
dc.description.committee	Brockmeier, Lantry L.
dc.description.committee	Radcliffe, Barbara J.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Organizational Leadership	en_US