Abstract
This dissertation investigated the attributes of effective and ineffective teachers, the conditions that would prompt Minnesota principals to recommend an ineffective teacher for remediation, and barriers that prevent Minnesota principals from remediating ineffective teaching. The mixed methods study used the iterative Delphi technique to gain consensus of an expert panel of 16 Minnesota principals on these topics. Three surveys were administered with participants able to review raw survey data prior to the second and third round surveys. The study aligned with previous research about the barriers principals face when attempting to remediate an ineffective teacher, which has stated that time and documentation are the major issues. In addition, new themes emerged that may assist principals in understanding the barriers they face in remediating ineffective teachers in their schools.
Advisor
Candace F. Raskin
Committee Member
Scott Page
Committee Member
Jerry Robicheau
Date of Degree
2014
Language
english
Document Type
Dissertation
Degree
Doctor of Education (EdD)
Department
Educational Leadership
College
Education
Recommended Citation
Hillmann, J. H. (2014). Determining Effective/Ineffective: The Barriers Facing Minnesota Teacher Remediation [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/375/
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