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This book examines the intersection of policy and practice in the use of student growth measures (SGMs) for high-stakes purposes as per such educator evaluation systems. The book also focuses on examinations of educators’ perceptions of and reactions to the use of SGMs; ethical implications pertaining to the use of SGMs; contextual challenges when implementing SGMs; and legal implications of SGM use. The use of student test score data has been the cornerstone of the recent transfiguration of educator evaluation systems in forty-two states and the District of Columbia. Three leading voices on…mehr
This book examines the intersection of policy and practice in the use of student growth measures (SGMs) for high-stakes purposes as per such educator evaluation systems. The book also focuses on examinations of educators’ perceptions of and reactions to the use of SGMs; ethical implications pertaining to the use of SGMs; contextual challenges when implementing SGMs; and legal implications of SGM use. The use of student test score data has been the cornerstone of the recent transfiguration of educator evaluation systems in forty-two states and the District of Columbia. Three leading voices on SGMs—Sean Corcoran, Henry Braun, and David Berliner—also serve as section and concluding commentators.
Kimberly Kappler Hewitt is Assistant Professor of Educational Leadership at the University of North Carolina Greensboro, USA. She conducts research on the implementation of student growth measures in educator evaluations. Audrey Amrein-Beardsley is Associate Professor of Educational Policy and Evaluation at Arizona State University, USA. Her areas of research interest include measurement, research methods, high-stakes tests and value-added methodologies and systems. Beardsley is author of over fifty journal articles as well as an academic book on value-added models in education.
Inhaltsangabe
Chapter 1 Introduction: At the Intersection of Policy and Practice:The Use of Student Growth Measures for Educator Accountability.- Chapter 2 When Theoretical Models Meet School Realities: Educator Responses to Student Growth Measures in an Incentive Pay Program.- Chapter 3 Teachers’ Voices: Where Policy Meets Practice.- Chapter 4 Measuring Student Growth: A View from the Classroom.- Chapter 5 Practitioners’ Responses to Washington’s Required Use of Student Growth Measures in Teacher Evaluation.- Chapter 6 The Role of “Informational Significance” in Shaping Louisiana Elementary Teachers’ Use of High Stakes Teacher Evaluation Data for Instructional Decision Making.- Chapter 7 What Counts as Good Teaching? How a Student Growth Percentile Model has Defined Teacher Quality at one Urban Middle School.- Chapter 8 Section I Discussion: How do Educators Use Student Growth Measures in Practice?.- Chapter 9 “First, Do No Harm?”: A Framework for Ethical Decision-Making in Teacher Evaluation.- Chapter 10 The Future of Student Growth Models in Managing the Teacher Workforce: Less Direct, More Indirect.- Chapter 11 An Analysis of the Meaning and Use of Student Learning Objectives.- Chapter 12 Judging Teacher Evaluation: The Legal Implications of High-Stakes Teacher Evaluation Policy.- Chapter 13 Section II Discussion: Student Growth Measures in Evaluation: Illusions of Fairness?.- Chapter 14 Might the Tidal Wave Recede? Considering the Future of Student Growth Measures in Teacher Accountability.
Chapter 1 Introduction: At the Intersection of Policy and Practice:The Use of Student Growth Measures for Educator Accountability.- Chapter 2 When Theoretical Models Meet School Realities: Educator Responses to Student Growth Measures in an Incentive Pay Program.- Chapter 3 Teachers' Voices: Where Policy Meets Practice.- Chapter 4 Measuring Student Growth: A View from the Classroom.- Chapter 5 Practitioners' Responses to Washington's Required Use of Student Growth Measures in Teacher Evaluation.- Chapter 6 The Role of "Informational Significance" in Shaping Louisiana Elementary Teachers' Use of High Stakes Teacher Evaluation Data for Instructional Decision Making.- Chapter 7 What Counts as Good Teaching? How a Student Growth Percentile Model has Defined Teacher Quality at one Urban Middle School.- Chapter 8 Section I Discussion: How do Educators Use Student Growth Measures in Practice?.- Chapter 9 "First, Do No Harm?": A Framework for Ethical Decision-Making in Teacher Evaluation.- Chapter 10 The Future of Student Growth Models in Managing the Teacher Workforce: Less Direct, More Indirect.- Chapter 11 An Analysis of the Meaning and Use of Student Learning Objectives.- Chapter 12 Judging Teacher Evaluation: The Legal Implications of High-Stakes Teacher Evaluation Policy.- Chapter 13 Section II Discussion: Student Growth Measures in Evaluation: Illusions of Fairness?.- Chapter 14 Might the Tidal Wave Recede? Considering the Future of Student Growth Measures in Teacher Accountability.
Chapter 1 Introduction: At the Intersection of Policy and Practice:The Use of Student Growth Measures for Educator Accountability.- Chapter 2 When Theoretical Models Meet School Realities: Educator Responses to Student Growth Measures in an Incentive Pay Program.- Chapter 3 Teachers’ Voices: Where Policy Meets Practice.- Chapter 4 Measuring Student Growth: A View from the Classroom.- Chapter 5 Practitioners’ Responses to Washington’s Required Use of Student Growth Measures in Teacher Evaluation.- Chapter 6 The Role of “Informational Significance” in Shaping Louisiana Elementary Teachers’ Use of High Stakes Teacher Evaluation Data for Instructional Decision Making.- Chapter 7 What Counts as Good Teaching? How a Student Growth Percentile Model has Defined Teacher Quality at one Urban Middle School.- Chapter 8 Section I Discussion: How do Educators Use Student Growth Measures in Practice?.- Chapter 9 “First, Do No Harm?”: A Framework for Ethical Decision-Making in Teacher Evaluation.- Chapter 10 The Future of Student Growth Models in Managing the Teacher Workforce: Less Direct, More Indirect.- Chapter 11 An Analysis of the Meaning and Use of Student Learning Objectives.- Chapter 12 Judging Teacher Evaluation: The Legal Implications of High-Stakes Teacher Evaluation Policy.- Chapter 13 Section II Discussion: Student Growth Measures in Evaluation: Illusions of Fairness?.- Chapter 14 Might the Tidal Wave Recede? Considering the Future of Student Growth Measures in Teacher Accountability.
Chapter 1 Introduction: At the Intersection of Policy and Practice:The Use of Student Growth Measures for Educator Accountability.- Chapter 2 When Theoretical Models Meet School Realities: Educator Responses to Student Growth Measures in an Incentive Pay Program.- Chapter 3 Teachers' Voices: Where Policy Meets Practice.- Chapter 4 Measuring Student Growth: A View from the Classroom.- Chapter 5 Practitioners' Responses to Washington's Required Use of Student Growth Measures in Teacher Evaluation.- Chapter 6 The Role of "Informational Significance" in Shaping Louisiana Elementary Teachers' Use of High Stakes Teacher Evaluation Data for Instructional Decision Making.- Chapter 7 What Counts as Good Teaching? How a Student Growth Percentile Model has Defined Teacher Quality at one Urban Middle School.- Chapter 8 Section I Discussion: How do Educators Use Student Growth Measures in Practice?.- Chapter 9 "First, Do No Harm?": A Framework for Ethical Decision-Making in Teacher Evaluation.- Chapter 10 The Future of Student Growth Models in Managing the Teacher Workforce: Less Direct, More Indirect.- Chapter 11 An Analysis of the Meaning and Use of Student Learning Objectives.- Chapter 12 Judging Teacher Evaluation: The Legal Implications of High-Stakes Teacher Evaluation Policy.- Chapter 13 Section II Discussion: Student Growth Measures in Evaluation: Illusions of Fairness?.- Chapter 14 Might the Tidal Wave Recede? Considering the Future of Student Growth Measures in Teacher Accountability.
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