Drew H. Gitomer

Measurement Issues and Assessment for Teaching Quality

• Gebundenes Buch

Produktbeschreibung

This edited volume is a publication of the proceedings from the 2007 Educational Testing Service (ETS) Invitational Conference on Measurement Challenges and the Assessment of Teacher Quality. In this thematically-organized text, leading researchers and practitioners from the fields of education, economics, and policy present their perspectives on some of the most critical issues in teacher assessment. Key features include the following: Three thematic sections: Measuring Teacher Quality for Professional Entry, Measuring Teacher Quality in Practice, and Measuring Teacher Quality in Context. Expert perspectives from a variety of fields (education, economics, and policy) Section summaries that highlight key issues and common themes

Produktdetails

• Verlag: Sage Publications, Inc
• Seitenzahl: 272
• Erscheinungstermin: 6. November 2008
• Englisch
• Abmessung: 260mm x 183mm x 19mm
• Gewicht: 714g
• ISBN-13: 9781412961431
• ISBN-10: 1412961432
• Artikelnr.: 25051462

Inhaltsangabe

Introduction
SECTION I: MEASURING TEACHING QUALITY FOR PROFESSIONAL ENTRY
Ch 1. Measuring Teacher Quality for Professional Entry
Ch 2. Hiring for Teacher Quality at the District Level: Lessons from The
New Teacher Project
Ch 3. Professionalizing the Occupation of Teaching in a Time of Transition
Broadening the Vision of Professional Entry--Synthesis of Section I
SECTION II. MEASURING TEACHING QUALITY IN PRACTICE
Ch 4. Measuring Teacher Quality in Practice
Ch 5. The Policy Uses and Policy Validity of Value-Added and Other Teacher
Quality Measures
Ch 6. Approximations of Teacher Quality and Effectiveness: View from the
State Education Agency
Measuring Teacher and Teaching Quality: Considerations and Next
Steps--Synthesis of Section II
SECTION III. MEASURING TEACHING QUALITY IN CONTEXT
Ch 7. Mapping the Terrain of Teacher Quality
Ch 8. Measuring Instruction for Teacher Learning
Ch 9. Opportunity to Teach: Teacher Quality in Context
Crisp Measurement and Messy Context: A Clash of Assumptions and
Metaphors--Synthesis of Section III
Assessment of Teaching or Assessment for Teaching? Reflections on the
Invitational Conference
About the Contributors
Author Index
Subject Index