| The purpose of the study was to investigate state policy decisions directing school districts in California to adopt teacher evaluation policies and governing boards of school districts to certify evaluators of teachers as competent to evaluate. The examination included exploring the effects of state policy mandates on the world views (Habermas 1979), discourse frame awareness (Rein 1983), and expressions of liminality (Turner 1974) on policy makers, policy implementers, and those directly affected by teacher evaluation policies.;Nineteen research participants were interviewed using the dialogic retrospection research methodology (Kieffer 1981). The research participants included teachers, administrators, board members, California Teachers' Association field representatives, and a representative of the state legislator. The analysis of the data included discussions of world view, discourse frame awareness, and liminality based on the theories of communicative competence and legitimation (Habermas 1979; 1975) and knowledge and interests (Habermas 1971).;Data confirmed that policy actions shape world views, discourse frames, and elicit expressions of liminality. Further, state policy decisions and local implementation legitimate authority, fixed rules, and emphasize control. As such, policy actions narrow and restrict discourse. The discourse frame awareness model supplements understandings of world views. Both teachers and administrators express liminal states resulting from policy implementation. Dialogic retrospection promotes collaboration, a critical mutual understanding of the socio-political world, and support the development of capabilities to reach one's potential.;Teacher evaluation policy actions clearly emphasize objectified processes. Federal and state mandated standards for curriculum, funding, and evaluation homogenize policy expectations while neglecting the problem solving potential of local school districts. |
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