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The Language of Instructional Improvement in the U.S.: A View from Current Law and Policy Reports

  • Helen M. Hazi
Chapter
Part of the Palgrave Studies on Leadership and Learning in Teacher Education book series (PSLLTE)

Abstract

After two decades of focus on teacher evaluation, the next policy frontier for states to explore is instructional improvement. Language matters. It reflects an ideology that guides practice. The prevailing view, influenced by both behaviorism and workplace psychology, is that when principals evaluate teachers and deliver “actionable feedback,” teachers change their behavior. This research examines how instructional improvement is promoted in the language of current law and national reports in the U. S. The researcher then challenges simplistic, flawed notions about feedback and its delivery, and calls for administrators to understand how teachers learn.

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Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Helen M. Hazi
    • 1
  1. 1.West Virginia UniversityMorgantownUSA

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