{"id":{"repo_id":"purdue-thes","oai_identifier":"oai:docs.lib.purdue.edu:open_access_dissertations-2567"},"canonical_url":"https://search.dev.ndltd.org/etd/purdue-thes/oai:docs.lib.purdue.edu:open_access_dissertations-2567","repository":{"repo_id":"purdue-thes","name":"Purdue University","base_url":"https://docs.lib.purdue.edu/do/oai/"},"display":{"title":"INVESTIGATION OF THE RISE EVALUATION SYSTEM IN MONTESSORI SCHOOLS","abstract":"The purpose of this qualitative study was to closely examine the RISE evaluation system and its effectiveness in non-traditional, Montessori schools. The research consisted of a qualitative study interview approach using three administrators, one who did not use the RISE evaluation system, and two who were mandated by their central office to use it; and four teachers, all who were evaluated with the RISE evaluation system. This qualitative study used the theoretical framework—hermeneutic phenomenology. 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The interviews were administered in personal offices, coffee shops, and at my personal office. All interviews(except one) were tape recorded and transcribed by me. 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