A Case Study Examining Teacher Responses to Principal Feedback of Class Observations

<p>Four teachers from each of the four major academic disciplines: Mathematics, Science, Social Studies, and English Language from a suburban high school in the Southeastern United States participated in a study which examined teacher responses to principal feedback of class room observations. Each of the 16 teachers were observed on three occasions and provided feedback. Teachers were also interviewed using a semi-structured questioning format and asked to keep a journal during the study.</p> <p>Findings of the study demonstrated that teachers who participated in the study most often responded to principal feedback of class observations by changing behaviors, considering changing behaviors, through written communication, by providing explanations, and by reflecting on their teaching.</p>

Name thesis:degree_name

Doctor of Education in Educational Leadership (Ed.D)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership

Year

2014

Author dc:creator

• Kelly, Sean

Contributors dc:contributor

• Dr. Tak Cheung Chan
• Dr. Binbin Jiang
• Dr. Charles Bowen

• class room observation
• teacher observation
• feedback
• response
• supervisor
• reflection
• explanation
• focus response
• principal
• qualitative method
• Education
• Educational Administration and Supervision
• Educational Assessment, Evaluation, and Research
• Educational Leadership
• Teacher Education and Professional Development

Repository record dc:identifier

https://digitalcommons.kennesaw.edu/educleaddoc_etd/1

OAI identifier oai:identifier

oai:digitalcommons.kennesaw.edu:educleaddoc_etd-1000