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dc.contributor.advisorAkiba, Motokoen_US
dc.contributor.authorLiang, Guodong
dc.date.issued2011
dc.date.submitted2011 Summeren_US
dc.description"July 2011"en_US
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 17, 2012).en_US
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.en_US
dc.descriptionDissertation advisor: Dr. Motoko Akibaen_US
dc.descriptionVita.en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.en_US
dc.descriptionPh. D. University of Missouri--Columbia 2011.en_US
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.en_US
dc.format.extentx, 144 pagesen_US
dc.identifier.otherLiangG-072111-D85
dc.identifier.urihttp://hdl.handle.net/10355/14215
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartof2011 Freely available dissertations (MU)en_US
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2011 Dissertations
dc.subjectmerit payen_US
dc.subjectperformance incentiveen_US
dc.subjectteaching practiceen_US
dc.subjectconstructivist instructionen_US
dc.titleTeacher incentive pay programs: characteristics and association with instructional practicesen_US
dc.typeThesisen_US
thesis.degree.disciplineEducational leadership and policy analysisen_US
thesis.degree.grantorUniversity of Missouri--Columbiaen_US
thesis.degree.levelDoctoralen_US
thesis.degree.namePh. D.en_US


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