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Assessing teacher quality : understanding teacher effects on instruction and achievement

Author: Sean Kelly
Publisher: New York : Teachers College Press, ©2012.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
Recent educational reforms have promoted accountability systems that attempt to identify teacher effects on student outcomes and hold teachers accountable for producing learning gains. But in the complex world of classrooms, it may be difficult to attribute "success" or "failure" to teachers. In this timely collection, leading education scholars challenge market-based models of school improvement and argue that  Read more...
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Document Type: Book
All Authors / Contributors: Sean Kelly
ISBN: 9780807752791 0807752797 9780807752807 0807752800
OCLC Number: 748812793
Description: viii, 232 pages : illustrations ; 24 cm
Contents: Understanding teacher effects : market versus process models of educational improvement / Sean Kelly --
Teacher effects : past, present, and future / Spyros Konstantopoulos --
Measuring teaching quality using student achievement tests : lessons from educators' responses to No Child Left Behind / Laura S. Hamilton --
Beyond high-stakes tests : teacher effects on other educational outcomes / Jennifer L. Jennings, Sean P. Corcoran --
Power, accountability, and the teacher quality problem / Richard M. Ingersoll --
In search of equity : teacher tracking in math / Colette Cann --
Teacher education and accountability : adapting to prospective work environments in public schools / Judson G. Everitt --
The role of mentors and colleagues in beginning teachers' language arts instruction / Peter Youngs, Kenneth A. Frank, Ben Pogodzinski --
Teachers' social capital and the implementation of schoolwide reforms / William R. Penuel [and others] --
Improving teacher quality : incentives are not enough / Adam Gamoran.
Responsibility: edited by Sean Kelly.

Abstract:

Recent educational reforms have promoted accountability systems that attempt to identify teacher effects on student outcomes and hold teachers accountable for producing learning gains. But in the complex world of classrooms, it may be difficult to attribute "success" or "failure" to teachers. In this timely collection, leading education scholars challenge market-based models of school improvement and argue that merely holding teachers accountable for scores on end-of-year exams will not lead to educational improvement. The authors show why, in addition to test performance, a close examination of instructional processes and school context are needed in order to truly understand teacher effects and improve learning in our nation's classrooms.

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