rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Designing teacher evaluation systems
    sub title: new guidance from the measures of effective teaching project
  name:
    name part: Kane, Thomas J.
    role:
      role term: editor.
  name:
    name part: Kerr, Kerri A.
    role:
      role term: editor.
  name:
    name part: Pianta, Robert C.
    role:
      role term: editor.
  name:
    name part: Measures of Effective Teaching Project
  type of resource: text
  genre: bibliography
  genre: Electronic books.
  origin info:
    place:
      place term: cau
    date issued: 2014
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource
  abstract: Definitive 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.
  table of contents: Designing 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.
  table of contents: Where 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.
  table of contents: Chapter 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.
  table of contents: Observer 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.
  table of contents: Do 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.
  note: Thomas J. Kane, Kerri A. Kerr, and Robert C. Pianta, editors.
  note: Includes bibliographical references and index.
  subject:
    name:
      name part: Measures of Effective Teaching Project.
  subject:
    topic: Effective teaching
  subject:
    topic: Teachers
    topic: Rating of
  subject:
    topic: Educational evaluation
  classification: LB2838 .D47 2014
  classification: 371.14/4
  related item:
    title info:
      title: Designing teacher evaluation systems
    origin info:
      publisher: San Francisco, CA : Jossey-Bass, 2014
      edition: 1.
    identifier: (DLC) 2014011872
  identifier: 9781119210856
  identifier: 1119210852
  identifier: 9781118837184
  identifier: 1118837185
  identifier: 9781118837221
  identifier: 1118837223
  identifier: 1118834356
  identifier: 9781118834350
  identifier: 1118837355
  identifier: 9781118837351
  identifier: 9781306862288
  identifier: 1306862280
  identifier: 2014015922
  identifier: 617479 MIL
  identifier: http://proxy.library.tamu.edu/login
  record info:
    record content source: DLC
    record creation date: 140421
    record change date: 20260215000644.6
    record identifier: in00005689987
    language of cataloging:
      language term: eng