How middle school special and general educators make sense of and respond to changes in teacher evaluation policy
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DOI: 10.14507/epaa.28.5013
Abstract: In this multiple case study, we apply sensemaking theory to examine and compare how middle school special and general educators perceive and respond to teacher evaluation reform, including formal classroom observations, informal walkthroughs, and student… read more here.
Keywords: policy; middle school; teacher evaluation; general educators ... See more keywords