Maintaining the Frame: Using Frame Analysis to Explain Teacher Evaluation Policy Implementation

Abstract

While researchers have shown great interest in understanding teacher evaluation, little is known about how teachers’ actions and interactions surrounding evaluation affect the dual goals of evaluation—accountability and development. Using data collected during a yearlong ethnographic study at three schools (combined with follow-up interviews four years later), this study employs frame analysis to describe and explain how teachers formed a group perspective about the new evaluation policy, how this perspective informed their actions and interactions, and the consequences that these actions and interactions had on teacher collegiality, teacher learning, and instructional improvement.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 27 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.