Social Foundations Professors and the Tennessee Better Schools Program: An Attempt to Influence Educational Policy

In Jan 1983 Tenn instituted a program intended to improve education through ten policy measures. The ensuing controversy, particularly over the Master Teacher Program of incentive pay for favorably evaluated teachers, led to efforts by members of the Tennessee Educational Foundations Assoc (TEFA) to...

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Bibliographic Details
Published in:Journal of thought 1984-07, Vol.19 (2), p.13-18
Main Authors: Simpson, Douglas J., Willers, Jack C., Allison, Clinton B.
Format: Article
Language:English
Subjects:
Art teachers
Classroom activities
Education legislation
Educational Policy
Essay
Governors
Graduate schools
Master teachers
State universities
Subcommittees
Teachers
Teaching
Tennessee
Vocational high schools
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Summary:In Jan 1983 Tenn instituted a program intended to improve education through ten policy measures. The ensuing controversy, particularly over the Master Teacher Program of incentive pay for favorably evaluated teachers, led to efforts by members of the Tennessee Educational Foundations Assoc (TEFA) to evaluate the program & to influence state legislation. TEFA has proposed revised criteria for teacher evaluation that have been accepted by the Interim Commission in charge of the state program. Preliminary field testing of these criteria has been undertaken. The importance of involvement of educational foundations professors in developments of this type is stressed. In Social Foundations Professors and the Tennessee Better Schools Program: What Happened to the Attempt to Influence Educational Policy, Russell L. French (Coll of Education, U of Tennessee, Knoxville) presents ratings of the proposed criteria as "appropriate" or "inappropriate" elicited from 656 teachers throughout the state by mailed questionnaire. Results of this survey are summarized, & suggestions offered as to the sources of problems with the less accepted criteria. 1 Table. W. H. Stoddard
ISSN:0022-5231
2375-270X