Through the Grapevine: Source Dependence and Teachers' Decisions
*Names in bold indicate Presenter
This study uses a survey experiment to gauge if and to what degree teachers differentially weight information based on its source. In the context of an evaluation system that heavily weights student achievement growth, teachers are given information on the possible outcomes of alternative instructional strategies from which they select the option they believe would most improve student achievement. To vary the source of information, teachers are randomly given one of three forms of an instrument that frame information as originating from colleagues, school administration, or research. Aside from the source, the three forms of the instrument are identical. Response patterns between forms in data from pilot studies suggest that teachers may indeed differentially weight information depending on its source, though results are thus far inconsistent across different mixtures of student outcomes and probabilities.