Date Approved

2-16-2016

Embargo Period

2-17-2018

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership

College

College of Education

First Advisor

Johnson, Ane Turner

Second Advisor

Manning, Joann B.

Third Advisor

Isik-Ercan, Zeynep

Subject(s)

Teachers--Rating of--New Jersey

Disciplines

Educational Assessment, Evaluation, and Research | Elementary and Middle and Secondary Education Administration

Abstract

The purpose of this qualitative study was to investigate the transgressive responses that have emerged in the wake of AchieveNJ, New Jersey’s new teacher evaluation system. Ten teachers, each with five or more years of teaching experience, all of which had demonstrated manifestations of transgression, were selected from random schools throughout the state based upon surveyed response. Through the use of graphic elicitation and narrative interviews, the teachers in this study revealed a variety of responses ranging from open acts of defiance, to more subtle performances, enacted on the spot, while under the surveillance of inspectors. Findings suggest that the act of creating performances may contest the binary terms of compliance or resistance, as, from one point of view, this action serves to create a sense of teacher agency within a prescriptive context; however, from an alternate point of view, such fabrications may serve to simultaneously advance the self-interest of the teacher through the enterprising use of the instruments of performativity permitted by the new policy landscape. The data from this study gives way to a hybridized view of education within the context of performativity that permits the coexistence of both explanations and suggests the need for researchers, policy-makers, and practitioners to expand their focus of analysis when viewing the consequences of the performative agenda in public schools.

Available for download on Saturday, February 17, 2018

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