Diversity and Performance Evaluation

Paper Summary:

In this article, the writer notes that the fact that different cultures embrace different customs, practices and values is nothing new, but the fact that US schools have become increasingly multicultural environments suggests that these fundamental differences may be playing a role in the performance evaluation process as well. Moreover, the writer maintains that the diverse nature of the American classroom indicates that some teachers are faced with more difficulties in delivering educational services than others, and the highly subjective nature of the performance evaluation process creates some additional challenges as well. These and related issues concerning diversity issues in the nation's schools that tend to affect teacher-staff performance evaluations are discussed further in this article, followed by a summary of the research and salient findings in the conclusion.

Outline:
Review and Discussion
Background and Overview
Performance Evaluation in Diverse Academic Settings
Impact of Performance Evaluation on Job Performance
What Can Be Done?
Conclusion

From the Paper:

"In this environment, it might be plausible to suggest that teachers should receive an outstanding performance evaluation just for showing up day after day, but the nation's students - and teachers - deserve far better than this minimal level of performance of course, but assessing performance in any environment is a challenging endeavor and it is little wonder that educators are likewise faced with some profound performance management issues as well. Alas, measuring the effectiveness of one teacher's performance compared to another's is fraught with opportunities for misjudgments and misinterpretations of isolated incidents, anecdotal accounts from peers and others, as well as the entire gamut of educational needs brought to bear on teachers as they address the academic and behavioral diversity in schools that serve the most challenged students."

Sample of Sources Used:

• Aper, J. P. & Fry, J. E. (2003). Post-tenure review at graduate institutions in the United States: Recommendations and reality. Journal of Higher Education, 74(3), 241.
• Becton, J. B. & Schraeder, M. (2004). Participant input into rater selection: Potential effects on the quality and acceptance of ratings in the context of 360-degree feedback. Public Personnel Management, 33(1), 23.
• Broadnax, W. D. (2000). Diversity and affirmative action in public service. Boulder, CO: Westview Press.
• Brownell, M. T., Ross, D. D., Colon, E. P., & Mccallum, C. L. (2005). Critical features of special education teacher preparation: A comparison with general teacher education. Journal of Special Education, 38(4), 242.
• Daly, C. J. & Dee, J. R. (2006). Greener pastures: Faculty turnover intent in urban public universities. Journal of Higher Education, 77(5), 776.

More papers on Diversity and Performance Evaluation:

• Research Paper # 62601 : "High-Performance Teams"
• Research Proposal # 112833 : "Cultural Diversity Issues"
• Dissertation or Thesis # 53025 : "Information Technology and Education in U.K. Colleges"

APA Citation:

MLA Citation: