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dc.contributor.advisorKakali Bhattacharya
dc.contributor.authorTorres, Dalia
dc.date.accessioned2013-03-03T20:32:47Z
dc.date.available2013-03-03T20:32:47Z
dc.date.issued2013-03-03
dc.identifier.urihttp://hdl.handle.net/1969.6/419
dc.description"A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership."en_US
dc.description.abstractThe purpose of this deconstructive case study was to conduct a Foucauldian power/knowledge analysis constructed from the perceptions of three teachers at an intermediate school in South Texas regarding the role of the teacher evaluation process and its influence on instructional practices. Using Foucault's (1977a) work on power/knowledge, of special interest were issues of surveillance, binary relationships, discipline and punishment, and accommodations and resistance. Grounded in the history and politics of evaluation in public education, this study situates the role of Professional Development Appraisal System (PDAS), which is the teacher evaluation system in Texas on instructional practices. The findings indicate that PDAS has served to generate a strong oppressive network of power relations wherein the participants continually struggle between resisting and realigning themselves to the grand narrative of what it means to get the desired label assigned to them through the evaluation checklist system. The strength of the network has impacted the participants to the extent that they have become institutionalized in their instructional practices, disciplined themselves even when not needed, and surrendered their agency repeatedly. Consequently, the teachers became similar to each other in appearance, much like widgets. The implications for this study reflect the role various stakeholders and power relations can play in the teacher evaluation process, including teachers, administrators, teacher educators, and educational leaders.en_US
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.subjectDeconstructive studyen_US
dc.subjectFoucaulten_US
dc.subjectPoweren_US
dc.subjectProfessional Development Appraisal Systemen_US
dc.subjectSurveillanceen_US
dc.subjectTeacher Evaluationsen_US
dc.titleThe beady eye of the professional development appraisal system: a Foucauldian cross-case analysis of the teacher evaluation systemen_US
dc.typeTexten_US
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Educationen_US
dc.description.departmentEducational Leadership, Curriculum & Instructionen_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.type.genreDissertationen_US


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