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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.
|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|