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Assessing Teacher Effectiveness: Different models

Assessing Teacher Effectiveness: Different models
 

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?

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Quick Reference

ISBN 9780415304788
Barcode 9780415304788
Published 22 January 2004 by Taylor & Francis Ltd
Format Hardback
Alternate Format(s) View All (1 other possible title(s) available)
Author(s) By Muijs, Daniel
By Robinson, Wendy
By Kyriakides, Leonidas
By Campbell, Jim
Availability Indent title (internationally sourced), usually ships 4-6 weeks

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Full details for this title

ISBN-13 9780415304788
ISBN-10 0415304784
Stock Available
Status Indent title (internationally sourced), usually ships 4-6 weeks
Publisher Taylor & Francis Ltd
Imprint Routledge
Publication Date 22 January 2004
Publication Country United Kingdom United Kingdom
Format Hardback
Author(s) By Muijs, Daniel
By Robinson, Wendy
By Kyriakides, Leonidas
By Campbell, Jim
Category Non-Fiction (Child / Teen)
Teacher Assessment
Teaching Skills & Techniques
Number of Pages 240
Dimensions Width: 140mm
Height: 216mm
Spine: 17mm
Weight 408g
Interest Age 19+ years
Reading Age 19+ years
Library of Congress Teachers, Rating of
NBS Text Education & Teaching
ONIX Text Professional and scholarly;Professional and scholarly
Dewey Code 371.144
Catalogue Code Not specified

Description of this Book

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? The authors of this book 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, and Teachers may be more effective with some subjects or components than with others. This book builds on and develops previous research on models of teacher effectiveness and will be of interest to academics and researchers working in this area throughout the world.

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Author's Bio

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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