Designing teacher evaluation systems : new guidance from the measures of effective teaching project
Thomas J. Kane, Kerri A. Kerr, Robert C. Pianta, editors.
Bok Engelsk 2014
| Medvirkende | |
|---|---|
| Omfang | XIX, 616 sider : figurer
|
| Utgave | First edition.
|
| Opplysninger | Maskingenerert innholdsnote: The Editors The Contributors Chapter 1. Why Measure Effective Teaching? Jeff Archer, Kerri A. Kerr, and Robert C. Pianta -- Section 1: Using Data for Feedback and Evaluation -- Chapter 2. Grade Level Variation in Observational Measures of Teacher Effectiveness. Kata Mihaly and Daniel F. McCaffrey -- Chapter 3. Improving Observational Score Quality: Challenges in Observer Thinking. Courtney A. Bell, Yi Qi, Andrew J. Croft, Dawn Leusner, Daniel F. McCaffrey, Drew H. Gitomer, and Robert C. Pianta -- Chapter 4. How Framework for Teaching and Tripod 7Cs Evidence Distinguish Key Components of Effective Teaching. Ronald F. Ferguson with Charlotte Danielson. Chapter 5. Making Decisions with Imprecise Performance Measures: The Relationship Between Annual Student Achievement Gains and a Teacher's Career Value Added. Douglas O. Staiger and Thomas J. Kane-- Chapter 6. To What Extent Do Student Perceptions of Classroom Quality Predict Teacher Value Added? Stephen W. Raudenbush and Marshall Jean. Section 2: Connecting Evaluation Measures With Student Learning. Chapter 7. Combining Classroom Observations and Value-added for the Evaluation and Professional Development of Teachers. Erik A. Ruzek, Christopher A. Hafen, Bridget K. Hamre, and Robert C. Pianta -- Chapter 8 Classroom Observation and Value-Added Models Give Complementary Information about Quality of Mathematics Teaching. Candace Walkington and Michael Marder -- Chapter 9. Does the Test Matter? Evaluating Teachers When Tests Differ in Their Sensitivity to Instruction. Morgan S. Polikoff -- Chapter 10. Understanding Instructional Quality in English Language Arts: Variations in PLATO Scores by Content and Context. Pam Grossman, Julie Cohen, and Lindsay Brown-- Chapter 11. How Working Conditions Predict Teaching Quality and Student Outcomes. Ronald F. Ferguson with Eric Hirsch. Section 3: The Properties Of Evaluation Systems--Issues Of Quality, Underlying Frameworks, And Design Decisions. Chapter 12. Evaluating Efforts to Minimize Rater Bias in Scoring Classroom Observations. Yoon Soo Park, Jing Chen, and Steven L. Holtzman -- Chapter 13. Scoring Design Decisions: Reliability and the Length and Focus of Classroom Observations. Jilliam N. Joe, Catherine A. McClellan, and Steven L. Holtzman. Chapter 14. Assessing Quality Teaching in Science. Susan E. Schultz and Raymond L. Pecheone. Chapter 15. Evidence on the Validity of Content Knowledge for Teaching Assessments. Drew H. Gitomer, Geoffrey Phelps, Barbara H. Weren, Heather Howell, and Andrew J. Croft -- Chapter 16. Optimizing Resources to Maximize Student Gains. Catherine A. McClellan, John R. Donoghue, and Robert Pianta-- Conclusion: Measuring Effective Teaching--The Future Starts Now. Robert Pianta and Kerri A. Kerr -- Index .
|
| Emner | |
| Dewey | |
| ISBN | 9781118834350
|
