Assessing Teacher Effectiveness: Developing a Differentiated Model

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Psychology Press, 2004 - Business & Economics - 228 pages
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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.

 

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Contents

framing the concept
3
The range of teachers work
12
Historical models of teacher effectiveness
24
Review of current research in teacher effectiveness
41
PART II
57
Developing a model of differentiated teacher effectiveness
74
Evidence in support of differentiated teacher effectiveness
84
Building theory and methodology
99
Effective teaching and values
113
Differentiated teacher effectiveness and teacher appraisal
125
Educational policy implications
136
PARTIV
147
Bibliography
196
Index
220
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About the author (2004)

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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