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Predictors of Teachers' Preferences Concerning their Evaluation

dc.contributor.authorStark, Joan S.en_US
dc.contributor.authorLowther, Malcolm A.en_US
dc.date.accessioned2010-04-13T19:05:01Z
dc.date.available2010-04-13T19:05:01Z
dc.date.issued1984en_US
dc.identifier.citationStark, Joan; Lowther, Malcolm (1984). "Predictors of Teachers' Preferences Concerning their Evaluation." Educational Administration Quarterly 20(4): 76-106. <http://hdl.handle.net/2027.42/67034>en_US
dc.identifier.issn0013-161Xen_US
dc.identifier.urihttps://hdl.handle.net/2027.42/67034
dc.description.abstractPersonal backgrounds, skills, and attitudes toward professional success reported by experienced classroom teachers modestly predicted preferences for ways of evaluating their work. Teachers view their work as an amalgam: a labor, a profession, a craft, and an art. Achieving consensus regarding teacher evaluation may require multifaceted approaches that recognize varied teacher needs and backgrounds.en_US
dc.format.extent3108 bytes
dc.format.extent2562241 bytes
dc.format.mimetypetext/plain
dc.format.mimetypeapplication/pdf
dc.publisherSage Publicationsen_US
dc.titlePredictors of Teachers' Preferences Concerning their Evaluationen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumSchool of Education, The University of Michiganen_US
dc.contributor.affiliationumSchool of Education, The University of Michiganen_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/67034/2/10.1177_0013161X84020004006.pdf
dc.identifier.doi10.1177/0013161X84020004006en_US
dc.identifier.sourceEducational Administration Quarterlyen_US
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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