Assessing Teacher Effectiveness: Different models / Edition 1

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Overview

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.

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Product Details

  • ISBN-13: 9780415304788
  • Publisher: Taylor & Francis
  • Publication date: 3/10/2004
  • Edition number: 1
  • Pages: 240
  • Product dimensions: 5.50 (w) x 8.50 (h) x 0.69 (d)

Meet the Author

Jim Campbell is Professor of Education at the University of Warwick.
L. Kyriakides is Lecturer in Educational Assessment and Evaluation at Warwick.
Daniel Muijs is Lecturer in Quantitative Research Methods at the University of Warwick.
Wendy Robinson is Lecturer in Education at the University of Warwick.

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Table of Contents

Preface
Acknowledgements
Pt. I The background to teacher effectiveness research 1
1 Differentiated teacher effectiveness : framing the concept 3
2 The range of teachers' work 12
3 Historical models of teacher effectiveness 24
4 Review of current research in teacher effectiveness 41
Pt. II Towards a differentiated model 59
5 A critique of teacher effectiveness research 61
6 Developing a model of differentiated teacher effectiveness 74
7 Evidence in support of differentiated teacher effectiveness 84
8 Building theory and methodology 99
Pt. III Values and policy implications 111
9 Effective teaching and values 113
10 Differentiated teacher effectiveness and teacher appraisal 125
11 Educational policy implications 136
Pt. IV Differentiated teacher effectiveness research : the model in practice 147
12 A study of aspects of differentiated effectiveness 149
Bibliography 196
Index 220
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