Analyzing the Pedagogical Beliefs and Practices of Texas Teachers to Determine if They Subscribe to a Constructivist Paradigm
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Spring 2017
Abstract
Current reforms, such as the No Child Left Behind (NCLB) waivers and the Race to the Top (RTTT) competitive grants, call for states and school districts to revamp their teacher evaluation instruments. After Texas received a waiver from the U.S. Department of Education from certain provisions of NCLB, the state developed, adopted, and piloted the Texas Evaluation and Support System, T-TESS, as the approved teacher evaluation instrument for the state. One of the appraisal models used in the 2-year pilot program was Charlotte Danielson’s Framework for Teaching (FFT). Danielson notes on her website that the FFT framework is grounded in a constructivist view of learning and teaching. The constructivist theory of teaching and learning and the Tenets of Constructivism© are reflected throughout the T-TESS evaluation rubric.
Advisor
Deborah Goodwin
Subject Categories
Education | Educational Administration and Supervision
Recommended Citation
Oliver, Shirley Dawkins, "Analyzing the Pedagogical Beliefs and Practices of Texas Teachers to Determine if They Subscribe to a Constructivist Paradigm" (2017). Electronic Theses & Dissertations. 820.
https://digitalcommons.tamuc.edu/etd/820
