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_a9781119210856 _qelectronic bk. |
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_a371.14/4 _223 |
| 049 | _aMAIN | ||
| 245 | 0 | 0 |
_aDesigning teacher evaluation systems : _bnew guidance from the measures of effective teaching project / _cThomas J. Kane, Kerri A. Kerr, and Robert C. Pianta, editors. |
| 264 | 1 |
_aSan Francisco, CA : _bJossey-Bass, A Wiley Brand, _c2014. |
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| 300 | _a1 online resource. | ||
| 336 |
_atext _2rdacontent |
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| 337 |
_acomputer _2rdamedia |
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| 338 |
_aonline resource _2rdacarrier |
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| 588 | _aDescription based on print version record and CIP data provided by publisher. | ||
| 504 | _aIncludes bibliographical references and index. | ||
| 505 | 0 | _aDesigning Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project; Copyright; Contents; About the Editors; About the Contributors; About the Bill & Melinda Gates Foundation; Chapter 1: Why Measure Effective Teaching?; Driven by the Needs of Practitioners; Scaling Up Research Capacity; New Challenges, Enduring Objectives; Notes; Section 1: Using Data for Feedback and Evaluation; Chapter 2: Grade-Level Variation in Observational Measures of Teacher Effectiveness; Introduction; Potential Explanations for Grade-Level Differences in Observation Scores. | |
| 505 | 8 | _aWhere We Find Our DataObservation Scores; Data on Potential Factors Affecting Observation Scores; How We Analyzed the Data; Answers to the Research Questions; Research Question 1: Are There Grade-Level Differences in Observation Scores?; Research Question 2: Do Teacher Characteristics, Classroom Composition, Rater Effects, or Unobserved School Effects Account for Grade-Level Differences?; Research Question 3: Do Observation Scores Predict Student Achievement Gains Differently by Grade Level?; Some Policy Implications of the Results; Notes. | |
| 505 | 8 | _aChapter 3: Improving Observational Score Quality: Challenges in Observer ThinkingIntroduction; Research on Observer Thinking; Human Scoring of Constructed-Response Questions; Training Observers to Score Teaching; Important Aspects of Creating Observation Scores; Description of the Studies, Protocols, Data Collection, and Analyses; Overview of the MET and UTQ Studies; Description of the Observation Protocols; Data Set 1: Score Creation, Aggregation, and Analysis; Data Set 2: Observer Thinking Data Collection and Analyses; Observer Consistency, Accuracy, and Perceptions of Dimension Difficulty. | |
| 505 | 8 | _aObserver Consistency and AccuracyObserver Perceptions of Dimension Difficulty; Observer Reasoning, Potential Sources of Error, and Study Limitations; Reasoning Strategies; Potential Sources of Error in Observers' Thinking; Study Limitations; Implications for Training and Observational Policy Decisions; References and Additional Resources; Chapter 4: How Framework for Teaching and Tripod 7Cs Evidence Distinguish Key Components of Effective Teaching; Introduction; Introduction to the Frameworks; Framework for Teaching; The Tripod 7Cs Model; Past Literature; Data and Primary Methods. | |
| 505 | 8 | _aDo Adults (FfT) and Students (Tripod 7Cs) Agree About Teaching?Conceptually Matching the Frameworks; Empirical Matching; The Special Case of Very Unruly Classrooms; Predicting Value Added, Happiness, Effort, and Inspiration; Value Added; Happiness and Effort in Class and College Inspiration; Achieving Order without Intimidation and Coercion; Maintaining Data Quality; Discussion and Implications; Do Adults and Students Agree about Teaching?; Predicting Value Added and Engagement; Maintaining Data Quality; Limitations; Conclusion; Notes. | |
| 520 | _aDefinitive research for meaningful teacher evaluations All across America, in urban, suburban, and rural schools, teacher evaluation procedures are much-debated. Evaluation processes for teachers have varied over the years, and the usefulness of those processes to improve and assess the quality of a teacher's instruction has been questionable and often non-existent. Designing Teacher Evaluation Systems, New Guidance from the Measures of Effective Teaching Project provides you with original research from an extensive study that will help you rethink and redesign teacher evaluati. | ||
| 610 | 2 | 0 | _aMeasures of Effective Teaching Project. |
| 610 | 2 | 4 | _aMeasures of Effective Teaching Project. |
| 650 | 0 | _aEffective teaching. | |
| 650 | 0 |
_aTeachers _xRating of. |
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| 650 | 0 | _aEducational evaluation. | |
| 650 | 7 |
_aEDUCATION / Administration / General _2bisacsh |
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| 650 | 7 |
_aEDUCATION / Organizations & Institutions _2bisacsh |
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| 655 | 4 | _aElectronic books. | |
| 655 | 0 | _aElectronic books. | |
| 700 | 1 |
_aKane, Thomas J., _eeditor of compilation. |
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| 700 | 1 |
_aKerr, Kerri A., _eeditor of compilation. |
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| 700 | 1 |
_aPianta, Robert C., _eeditor of compilation. |
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| 710 | 2 | _aMeasures of Effective Teaching Project. | |
| 776 | 0 | 8 |
_iPrint version: _tDesigning teacher evaluation systems _b1 _dSan Francisco, CA : Jossey-Bass, 2014 _z9781118834350 _w(DLC) 2014011872 |
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_uhttp://onlinelibrary.wiley.com/book/10.1002/9781119210856 _zWiley Online Library [Free Download only for SUST IP] |
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