Author

Amy Sipovic

Publication Date

2016

Document Type

Dissertation/Thesis

First Advisor

Wilkins, Elizabeth A.

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Leadership, Educational Psychology and Foundations

LCSH

Generation Y--Study and teaching (Secondary)||High school teachers--Illinois||Education, Secondary--Research

Abstract

This mixed methods study investigated how high school teachers born between the years 1982 and 1994 perceived the Danielson Framework for Teaching as an evaluation tool. Using Strauss and Howe's (1991) Generational Theory as a framework, the study examined what themes Millennial high school teachers used to describe the Danielson Framework for Teaching as an evaluation tool, their perceived strengths and weaknesses of the Danielson Framework for Teaching, whether Millennial high school teachers viewed the Danielson Framework for Teaching as a valid and reliable evaluation instrument, how their experiential knowledge influenced their views of the Danielson Framework for Teaching, and how they perceived previous generations' views about the Danielson Framework for Teaching as being similar or different from their own views. The study was conducted using a multi-stage approach. First, participants completed a 29-item survey. Next, if any survey participants were interested in being contacted to participate in an individual in-person or phone interview, they could provide their contact information to be contacted by the researcher. The participants consisted of 86 survey participants from the state of Illinois, who were between the ages of 21 and 34 years old, represented various geographic locations and school settings, and had a variety of teaching experiences, content areas, teacher preparation programs completed. The 13 interview participants selected from the survey respondents also represented diverse school settings, teaching experiences, and teacher preparation programs. The quantitative survey results of this study were supported by the qualitative data collected from the individual interviews. The findings of this study showed that Millennial high school teachers viewed the Danielson Framework for Teaching as an evaluation tool positively; however, they were critical of the human element involved in the evaluation process and were skeptical of the validity and reliability of the Danielson Framework for Teaching as an evaluation tool. The findings also demonstrated that Millennial high school teachers who had more experience with the Danielson Framework for Teaching viewed it more favorably. Finally, Millennial high school teachers had mixed views regarding how their colleagues from different generations viewed the Danielson Framework for Teaching as an evaluation tool.

Comments

Advisors: Elizabeth A. Wilkins.||Committee members: Daryl Dugas; Carolyn Pluim.||Includes bibliographical references.||Includes illustrations.

Extent

xi, 178 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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