Assessing Teacher Effectiveness

Different models

Häftad, Engelska, 2004

AvJim Campbell,Leonidas Kyriakides,Daniel Muijs,Wendy Robinson

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How can we really evaluate teacher effectiveness?Systems of teacher appraisal and evaluation are being created across the world in order to monitor and assess teacher performance. But do the models used really give a fair evaluation?Based on international research, the authors argue that teacher effectiveness is too narrowly conceptualised and methods of measuring it are not attuned to the real contexts in which teachers work. They propose a model of differential teacher effectiveness which takes into account that:* teachers may be more effective with some categories of students than with others* teachers may be more effective with some teaching contexts than others* teachers may be more effective with some subjects or components than with others.Building on and developing previous research on models of teacher effectiveness and current theories, the authors open up possible new debates which will be of interest to academics and researchers working in this area throughout the world.

Produktinformation

Utgivningsdatum2004-01-22
Mått138 x 216 x 13 mm
Vikt294 g
FormatHäftad
SpråkEngelska
Antal sidor244
FörlagTaylor & Francis Ltd
ISBN9780415304795

Tillhör följande kategorier

Part 1: The background to teacher effectiveness research 1. Differentiated teacher effectiveness: Framing the concept 2. The range of teachers' work 3. Historical models of teacher effectiveness 4. Review of current research in educational effectiveness Part 2: Towards a differentiated model 5. A critique of teacher effectiveness research 6. developing a model of differentiated teacher effectiveness 7. Evidence in support of differentiated teacher effectiveness 8. Building theory and methodology Part 3: Values and policy implications 9. Effective teaching and values 10. Differentiated teacher effectiveness and teacher appraisal 11. Exploring policy implications Part 4: Differentiated teacher effectiveness research: The model in practice 12. A study of differentiated effectiveness

'A substantial brick in the growing edifice of doubt about the effects and effectiveness of the standards-led, accountability-driven approach to teaching and teachers' - Michael Duffy, Times Educational Supplement'...succeeds in connecting ideas about teaching effectiveness with a wide range of other thinking and in doing so provides an important critique and reformulation of this field.' -British Journal of Educational Studies, December 2005

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