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dc.contributor.advisorAkiba, Motokoeng
dc.contributor.authorLiang, Guodongeng
dc.date.issued2011eng
dc.date.submitted2011 Summereng
dc.description"July 2011"eng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 17, 2012).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Motoko Akibaeng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.descriptionPh. D. University of Missouri--Columbia 2011.eng
dc.description.abstractThis dissertation research examined the characteristics of teacher incentive pay programs in the United States. Using the 1999, 2003, and 2007 SASS datasets, this study found that large and ethnically diverse districts in urban areas with less union influence were more likely to offer PRP. However, highly qualified teachers in high demand were no more likely to receive a larger amount of PRP. The 2010 Teacher Compensation Programs survey data also showed that poor rural districts were less likely to offer teacher incentive pay programs. Using statewide longitudinal Teachers' Opportunity to Learn survey data, this study found that most of the PRP recipients were evaluated by school principals, who conducted classroom observations and face-to-face meetings to assess the teachers' teaching practice and professional development activities. After controlling for teacher and school characteristics, this study found a modest yet positive association between PRP and improvement in teacher practice of constructivist instruction.eng
dc.format.extentx, 144 pageseng
dc.identifier.oclc872560399eng
dc.identifier.otherLiangG-072111-D85eng
dc.identifier.urihttp://hdl.handle.net/10355/14215eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.subjectmerit payeng
dc.subjectperformance incentiveeng
dc.subjectteaching practiceeng
dc.subjectconstructivist instructioneng
dc.titleTeacher incentive pay programs: characteristics and association with instructional practiceseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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