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Billings Dissertation.pdf (617.66 KB)

ETD Abstract Container

Abstract Header

Teacher Perceptions of the Ceiling Effect With Gifted Students and the Impact on Teacher Value-Added Scores and Teacher Evaluation

Billings, Brian T
http://orcid.org/0000-0002-7070-6979
http://rave.ohiolink.edu/etdc/view?acc_num=findlay1497888259588493

Abstract Details

2017, Doctor of Education (Ed.D.), University of Findlay, Education.
The purpose of this study was to examine teacher perceptions of the ceiling-effect with their gifted students and how this impacted those students' ability to show growth with their value-added scores on state assessments. Furthermore, the impact that failing to show growth in terms of value-added scores had on teachers’ evaluations was explored. Since teachers of math in grades 4-6 now have their students' scores used as part of their evaluations, this study was conducted at a great time in terms of sharing the results with those in the educational community. A quantitative, non-experimental approach was taken that focuses on teacher responses on a survey that includes their perceptions, value-added scores and teacher evaluation rating. Due to concerns with confidentiality, all identifiable information was removed from these responses. Based on this study, regular classroom teachers with high quality professional development had the highest average value-added score which was even higher than replacement courses taught by gifted intervention specialists. Teacher perceptions of working with gifted students showed no significant effect on student growth as seen in value-added scores or teachers' summative OTES evaluation rating. Keywords: gifted students, value-added scores, teacher evaluations, gifted service models, ceiling effect, above-level testing.
Jon Brasfield (Committee Chair)
Education
gifted students, value-added scores, teacher evaluations, gifted service models, ceiling effect, above-level testing

Recommended Citations

Citations

  • Billings, B. T. (2017). Teacher Perceptions of the Ceiling Effect With Gifted Students and the Impact on Teacher Value-Added Scores and Teacher Evaluation [Doctoral dissertation, University of Findlay]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1497888259588493

    APA Style (7th edition)

  • Billings, Brian. Teacher Perceptions of the Ceiling Effect With Gifted Students and the Impact on Teacher Value-Added Scores and Teacher Evaluation. 2017. University of Findlay, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=findlay1497888259588493.

    MLA Style (8th edition)

  • Billings, Brian. "Teacher Perceptions of the Ceiling Effect With Gifted Students and the Impact on Teacher Value-Added Scores and Teacher Evaluation." Doctoral dissertation, University of Findlay, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1497888259588493

    Chicago Manual of Style (17th edition)

findlay1497888259588493
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© 2017, all rights reserved.
This open access ETD is published by University of Findlay and OhioLINK.