TY  - JOUR
AB  - Using content analysis, the authors examine the purposes of teacher evaluation in relation to the content items on which teachers are assessed and engage in a comparative analysis of teacher evaluation practices in the U.S.A. from three points in time. The overall findings suggest a disparity between the philosophy of teacher evaluation as a mechanism for improving teaching and the practice of teacher evaluation as a tool for administrative decision making, a disparity heavily weighted in favour of the latter. The authors provide evidence that this disparity is historically rooted and likely to endure.
VL  - 21
IS  - 2
SN  - 0957-8234
DO  - 10.1108/eb009876
UR  - https://doi.org/10.1108/eb009876
AU  - WOOD CAROLYN J.
AU  - POHLAND PAUL A.
PY  - 1983
Y1  - 1983/01/01
TI  - TEACHER EVALUATION AND THE ‘HAND OF HISTORY’
T2  - Journal of Educational Administration
PB  - MCB UP Ltd
SP  - 169
EP  - 181
Y2  - 2024/04/25
ER  -