scholarly journals Teacher Performance Pay in the United States: Incidence and Adult Outcomes

2018 ◽  
Author(s):  
Timothy Bond ◽  
Kevin J. Mumford
Keyword(s):  
United States ◽  
Teacher Performance ◽  
The United States ◽  
Performance Pay ◽  
Adult Outcomes ◽  
Teacher Performance Pay

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

Pay by Design Teacher Performance Pay Experiment in Rural China

2014 ◽  
Author(s):  
Prashant Loyalka ◽  
Sean Sylvia
Keyword(s):  
Teacher Performance ◽  
Rural China ◽  
Performance Pay ◽  
Teacher Performance Pay

Chinese teachers’ attitudes toward performance pay: the cases of three schools

2016 ◽  
Vol 30 (6) ◽  
pp. 791-808 ◽  
Author(s):  
Shujie Liu ◽  
Decheng Zhao ◽  
Wei Xie
Keyword(s):  
Sample Size ◽  
Teacher Performance ◽  
Performance Pay ◽  
Small Sample ◽  
Equation Modeling ◽  
Future Research ◽  
Chinese Teachers ◽  
Content Type ◽  
Teacher Performance Pay ◽  
Teachers Attitudes

Purpose – The purpose of this paper is to investigate Chinese teachers’ attitudes toward performance pay. Specifically, this study examined the extent to which Chinese teachers supported performance-pay programs. The study also examined the effects of these programs on teachers, particularly on their levels of collaboration, work motivation, and job stress. Design/methodology/approach – This research was conducted in a northeastern city of China. Criteria sampling and maximum variation sampling techniques were used to select three schools, representing different characteristics of teacher performance pay (TPP) programs. In all, 150 questionnaires were administered to each of the three schools. The questionnaire contained three parts. Part 1 asked about respondents’ overall attitude toward pay-for-performance in general. Part 2 was composed of 20 closed-ended items asking respondents to rate their levels of agreement with various aspects of implementation of performance pay. Part 3 of the questionnaire comprised open-ended items. Findings – Approximately 48.5 percent of the teachers supported the teacher-performance-pay programs. This indicated a low support of Chinese teachers in comparison to that in some countries. Regarding how teachers’ attitudes toward performance pay are related to teacher characteristics (e.g. teaching experience, professional ranking), the ANOVAs results showed no significant differences in any of the factors. This quantitative result was different from the qualitative result of this study (e.g. veteran teachers complained about the implementation of performance pay). In spite of the differences between quantitative and qualitative findings, some findings from the current study are consistent with those found in western countries. Research limitations/implications – One limitation of this study was the small sample size for quantitative analyses. Future research should consider a larger sample size to conduct more advanced statistical analyses such as structural equation modeling to examine further the relations among, for example, how much the incentive pay should be, and what proportion of teachers should receive it, the level of teacher stress, their work enthusiasm, and peer relationships. Another limitation of this study was that the qualitative data were collected through open-ended questions of the questionnaire. Future research should interview teachers and principals to obtain richer voices from the teachers. Originality/value – Very few articles published in Chinese journals surveyed the implementation of TPP. In addition, these few articles were not well-designed from an empirical sense. So far research of teacher opinions about performance pay was a missing area in China’s educational discourse. The present study provides information to non-Chinese readers who are interested in Chinese teachers’ attitudes toward TPP. It is hoped the present study adds knowledge to the literature of TPP from the perspective of Chinese teachers.

scholarly journals Cross-Country Evidence on Teacher Performance Pay

2010 ◽  
Author(s):  
Ludger Woessmann
Keyword(s):  
Teacher Performance ◽  
Performance Pay ◽  
Teacher Performance Pay ◽  
Cross Country

scholarly journals Performance Pay, Competitiveness, and the Gender Wage Gap: Evidence from the United States

2014 ◽  
Author(s):  
Andrew McGee ◽  
Peter McGee ◽  
Jessica Pan
Keyword(s):  
United States ◽  
Gender Wage Gap ◽  
Wage Gap ◽  
The United States ◽  
Performance Pay

Pay by Design Teacher Performance Pay Experiment in Rural China

2014 ◽  
Author(s):  
Prashant Loyalka ◽  
Sean Sylvia
Keyword(s):  
Teacher Performance ◽  
Rural China ◽  
Performance Pay ◽  
Teacher Performance Pay

scholarly journals Teacher Performance Pay: Experimental Evidence from India

2011 ◽  
Vol 119 (1) ◽  
pp. 39-77 ◽  
Author(s):  
Karthik Muralidharan ◽  
Venkatesh Sundararaman
Keyword(s):  
Experimental Evidence ◽  
Teacher Performance ◽  
Performance Pay ◽  
Teacher Performance Pay

Teacher performance pay: A review

2007 ◽  
Vol 26 (4) ◽  
pp. 909-950 ◽  
Author(s):  
Michael J. Podgursky ◽  
Matthew G. Springer
Keyword(s):  
Teacher Performance ◽  
Performance Pay ◽  
Teacher Performance Pay
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