Teacher self-evaluation and power

Teacher Development

Volumn 13, Issue 3, 2009, Pages 285-295

  Towndrow, Phillip A ^a   Tan, Kelvin ^a  

^a NANYANG TECHNOLOGICAL UNIVERSITY   (Singapore)

Author keywords

Disciplinary power; Epistemological power; Sovereign power; Teacher professional development and empowerment; Teacher self evaluation

Indexed keywords

EID: 71549146019     PISSN: 13664530     EISSN: 17475120     Source Type: Journal    
DOI: 10.1080/13664530903335616     Document Type: Article

References (36)

1. Airasian, P.W., and A.R. Gullickson. 1997. Teacher self-evaluation tool kit. Thousand Oaks, CA: Corwin Press.
2. Altan, M.Z. 1999. Teachers as the agents of change. Modern English Teacher 8, no. 3: 7-9.
3. Arbizu, F., C. Olalde, and L. Del Castillo. 1998. The self-evaluation of teachers: A strategy for the improvement of teaching at higher education level. Higher Education in Europe 23, no. 3: 351-6.
4. Blasé, J., and J. Blasé. 1999. Principals' instructional leadership and teacher development: Teachers' perspectives. Educational Administration Quarterly 35, no. 3: 349-78.
5. Blasé, J., and J. Blasé. 2002. The micropolitics of instructional supervision. Educational Administration Quarterly 38, no. 1: 6-44.
6. Bocock, B.J. 1986. Hegemony. London: Tavistock.
7. Clegg, S.R. 1989. Frameworks of power. London: Sage.
8. Cranton, P. 2001. Interpretive and critical evaluation. New Directions for Teaching and Learning 88: 11-18.
9. Dahl, R.A. 1957. The concept of power. Behavioural Science 2: 201.
10. Embery, C. 1996. Appraisal: Monitoring and evaluating its progress. Educational Research 38, no. 2: 123-33.
11. Gleave, D. 1997. Bifocals for teacher development and appraisal. Journal of Curriculum & Supervision 12, no. 3: 269-82.
12. Gore, J.M. 1995. Foucault's poststructuralism and observational education research: A study of power relations. In After postmodernism: Education, politics and identity, ed. R. Smith and P. Wexler, 98-111. London: Falmer Press.
13. Gramsci, A. 1971. Selections from the prison notebooks. London: Lawrence and Wishart.
14. Haggarty, L. 2004. An alternative vision for the thoughtful teacher (Thematic Review). British Educational Research Journal
15. Kell, C., and S. Annetts. 2009. Peer review of teaching embedded practice or policy-holding complacency? Innovations in Education & Training International 46, no. 1: 61-70.
16. Knapper, C. 2001. Broadening our approach to teaching evaluation. New Directions for Teaching and Learning 88: 3-9.
17. Leach, L., G. Neutze, and N. Zepke. 2000. Learners' perceptions of assessment: Tensions between philosophy and practice. Studies in the Education of Adults 32, no. 1: 107-19.
18. Martin, B. 1998. Tied knowledge: Power in higher education. University of Wollongong. http://www.uow.edu.au/arts/sts/bmartin/pubs/98tk/.
19. Munson, B.R. 1998. Peers observing peers: The better way to observe teachers. Contemporary Education 69, no. 2: 108-11.
20. Muzevich, K. 1997. Teacher observations: Engaging in self-reflection. Reading Today 14, no. 3: 16-20.
21. Powell, G. 1999. How to avoid being the fly on the wall. The Teacher Trainer 13, no. 1: 3-5.
22. Quirke, P. 1996. Using unseen observations for an in-service teacher development programme. The Teacher Trainer 10, no. 1: 18-20.
23. Reynolds, M., and K. Trehan. 2000. Assessment: A critical perspective. Studies in Higher Education 25, no. 3: 267-78.
24. Rinvolucri, M. 1988. A role-switching exercise in teacher-training. Modern English Teacher (Spring): 20-5.
25. Rothberg, R.A., and M. Fenner. 1991. Teacher perceptions of teacher assessment. Clearing House 64, no. 4: 272-5.
26. Sahakian, P., and J. Stockton. 1996. Opening doors: Teacher-guided observations. Educational Leadership 53, no. 6: 50-4.
27. Scriven, M. 1981. Evaluation thesaurus. 3rd ed. Inverness, CA: Edgepress.
28. Shortland, S. 2004. Peer observation: A tool for staff development or compliance? Journal of Further and Higher Education 28, no. 2: 219-28.
29. Starratt, R.J. 1992. After supervision. Journal of Curriculum and Supervision 8, no. 1: 77-86.
30. Strain, M. 2009. Some ethical and cultural implications of the leadership 'turn' in education: On the distinction between performance and performativity. Educational Management Administration & Leadership 37, no. 1: 67-84.
31. Tan, K.H.K. 2004. Does student self-assessment empower or discipline students? Assessment & Evaluation in Higher Education 29, no. 6: 651-62.
32. Taras, M. 2008. Issues of power and equity in two models of self-assessment. Teaching in Higher Education 13, no. 1: 81-92.
33. Usher, R., and R. Edwards. 1994. Postmodernism and education. London: Routledge.
34. Whitt, J.A. 1979. Towards a class-dialectical model of power: An empirical assessment of three competing models of political power. American Sociological Review 44: 81-100.
35. Wildman, T.M., and J.A. Niles. 1987. Essentials of professional growth. Educational Leadership 44, no. 5: 4-10.
36. Zepke, N. 2007. Leadership, power and activity systems in a higher education context: Will distributive leadership serve in an accountability driven world? International Journal of Leadership in Education 10, no. 3: 301-14.