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Degree

Doctor of Education, Ashland University, College of Education, 2008.

Abstract

This study looked to see if there was a difference in perceptions between teachers who have had value added training and teachers who have not received such training regarding teacher compensation factors. Also, do teachers who have had value added training and teachers who have not received value added training report differences in what should be included in a teacher's salary schedule? Additionally, do teachers who have and have not received value added assessment training report different concerns with respect to the use of value added assessment? Qualitative and quantitative data were gathered through a survey instrument in pursuit of these questions. Five themes emerged from the teachers' concerns about value added assessment and teacher compensation. Those five themes were what the student brings to the classroom, trust in the system, not an accurate assessment of student achievement, factors a teacher can't control that affect achievement scores, and accountability for parents and students.

Subject Headings

Education

Keywords

teacher compensation; merit pay; professional development

Committee / Advisors

Harold E. Wilson, PhD (Committee Co-Chair)
Howard Walters, EdD (Committee Co-Chair)
James P. Van Keuren, EdD (Committee Member)

Pages

150p.

Document number: ashland1240758815
Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240758815

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