Teacher incentive pay programs: characteristics and association with instructional practices

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Teacher incentive pay programs: characteristics and association with instructional practices

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/14215

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dc.contributor.advisor Akiba, Motoko en_US
dc.contributor.author Liang, Guodong
dc.date.accessioned 2012-05-17T20:35:52Z
dc.date.available 2012-05-17T20:35:52Z
dc.date.issued 2011
dc.date.submitted 2011 Summer en_US
dc.identifier.other LiangG-072111-D85
dc.identifier.uri http://hdl.handle.net/10355/14215
dc.description "July 2011" en_US
dc.description Title from PDF of title page (University of Missouri--Columbia, viewed on May 17, 2012). en_US
dc.description The 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.description Dissertation advisor: Dr. Motoko Akiba en_US
dc.description Vita. en_US
dc.description Includes bibliographical references. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis. en_US
dc.description Ph. D. University of Missouri--Columbia 2011. en_US
dc.description.abstract This 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.extent x, 144 pages en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.relation.ispartof 2011 Freely available dissertations (MU) en_US
dc.subject merit pay en_US
dc.subject performance incentive en_US
dc.subject teaching practice en_US
dc.subject constructivist instruction en_US
dc.title Teacher incentive pay programs: characteristics and association with instructional practices en_US
dc.type Thesis en_US
thesis.degree.discipline Educational leadership and policy analysis en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ph. D. en_US
thesis.degree.level Doctoral en_US
dc.relation.ispartofcommunity University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2011 Dissertations


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