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020 _a9781118834350
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035 _a(OCoLC)864092927
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_z(OCoLC)1003815079
040 _aDLC
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041 0 _aeng
042 _apcc
050 0 0 _aLB2838
_b.D47 2014
090 _aLB2838
_b.D47 2014EBK
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
250 _aFirst edition
264 1 _aSan Francisco, CA :
_bJossey-Bass, a Wiley Brand,
_c[2014]
300 _a1 online resource (xix, 616 pages)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
504 _aBIBINDX
505 0 _aWhy measure effective teaching? Using data for feedback and evaluation -- Grade level variation in observational measures of teacher effectiveness -- Improving observational score quality : challenges in observer thinking -- How framework for teaching and Tripod 7Cs evidence distinguish key components of effective teaching -- Making decisions with imprecise performance measures : the relationship between annual student achievement gains and a teacher's career value added -- To what extent do student perceptions of classroom quality predict teacher value added? -- Connecting evaluation measures with student learning. Combining classroom observations and value-added for the evaluation and professional development of teachers classroom observation and value-added models give complementary information about quality of mathematics teaching -- Does the test matter? Evaluating teachers when tests differ in their sensitivity to instruction -- Understanding instructional quality in English language arts : variations in PLATO Scores by content and context -- How working conditions predict teaching quality and student outcomes -- The properties of evaluation systems. Issues of quality, underlying frameworks, and design decisions -- Evaluating efforts to minimize rater bias in scoring classroom observations -- Scoring design decisions : reliability and the length and focus of classroom observations -- Assessing quality teaching in science -- Evidence on the validity of content knowledge for teaching assessments -- Optimizing resources to maximize student gains -- Conclusion : measuring effective teaching -- The future starts now
520 _aWHAT IS EFFECTIVE TEACHING? It s not enough to say I know it when I see it not when we re expecting so much more from students and teachers than in the past. To help teachers achieve greater success with their students we need new and better ways to identify and develop effective teaching. The Measures of Effective Teaching (MET) project represents a groundbreaking effort to find out what works in the classroom. With funding by the Bill & Melinda Gates Foundation, the MET project brought together leading academics, education groups, and 3,000 teachers to study teaching and learning from every angle. Its reports on student surveys, observations, and other measures have shaped policy and practice at multiple levels. This book shares the latest lessons from the MET project. With 15 original studies, some of the field s most preeminent experts tap the MET project s unprecedented collection of data to offer new insights on evaluation methods and the current state of teaching in our schools. As feedback and evaluation methods evolve rapidly across the country, Designing Teacher Evaluation Systems is a must read and timely resource for those working on this critical task
610 2 0 _aMeasures of Effective Teaching Project
650 0 _aEffective teaching
_939449
650 0 _aTeachers
_xRating of
650 0 _aEducational evaluation
_9108404
655 0 _aElectronic books
_92032
700 1 _aKane, Thomas J.,
_eeditor
700 1 _aKerr, Kerri A.,
_eeditor
700 1 _aPianta, Robert C.,
_eeditor
710 2 _aMeasures of Effective Teaching Project
776 0 8 _iOnline version:
_tDesigning teacher evaluation systems.
_b1.
_dSan Francisco, CA : Jossey-Bass, 2014
_z9781118837221
_w(DLC) 2014015922
856 _3Wiley Online Library
_zConnect to resource
_uhttps://onlinelibrary.wiley.com/doi/book/10.1002/9781119210856
942 _2lcc
_cEBK
999 _c200463780
_d81992