| Description |
xvii, 616 pages ; 25 cm. |
| Bibliography |
Includes bibliographical references and index. |
| Contents |
Machine generated contents note: The Editors The Contributors Chapter 1 Why Measure Effective Teaching? Jeff Archer, Kerri A. Kerr, and Robert C. Pianta Section One: Using Data for Feedback and Evaluation Chapter 2 Grade Level Variation in Observational Measures of Teacher Effectiveness Kata Mihaly and Daniel F. McCaffrey Chapter 3 Improving Observational Score Quality: Challenges in Observer Thinking Courtney A. Bell, Yi Qi, Andrew J. Croft, Dawn Leusner, Daniel F. McCaffrey, Drew H. Gitomer, and Robert C. Pianta Chapter 4 How Framework for Teaching and Tripod 7Cs Evidence Distinguish Key Components of Effective Teaching Ronald F. Ferguson and Charlotte Danielson Chapter 5 Making Decisions with Imprecise Performance Measures: The Relationship Between Annual Student Achievement Gains and a Teacher's Career Value Added Douglas O. Staiger and Thomas J. Kane Chapter 6 To What Extent Do Student Perceptions of Classroom Quality Predict Teacher Value Added? Stephen W. Raudenbush and Marshall Jean Section Two: Connecting Evaluation Measures With Student Learning Chapter 7 Combining Classroom Observations and Value-added for the Evaluation and Professional Development of Teachers Erik A. Ruzek, Christopher A. Hafen, Bridget K. Hamre, and Robert C. Pianta Chapter 8 Classroom Observation and Value-Added Models Give Complementary Information about Quality of Mathematics Teaching Candace Walkington and Michael Marder Chapter 9 Does the Test Matter? Evaluating Teachers When Tests Differ in Their Sensitivity to Instruction Morgan S. Polikoff Chapter 10 Understanding Instructional Quality in English Language Arts: Variations in PLATO Scores by Content and Context Pam Grossman, Julie Cohen, and Lindsay Brown Chapter 11 How Working Conditions Predict Teaching Quality and Student Outcomes Ronald F. Ferguson with Eric Hirsch Section Three: The Properties Of Evaluation Systems -- Issues Of Quality, Underlying Frameworks, And Design Decisions Chapter 12 Evaluating Efforts to Minimize Rater Bias in Scoring Classroom Observations Yoon Soo Park, Jing Chen, and Steven L. Holtzman Chapter 13 Scoring Design Decisions: Reliability and the Length and Focus of Classroom Observations Jilliam N. Joe, Catherine A. McClellan, and Steven L. Holtzman Chapter 14 Assessing Quality Teaching in Science Susan E. Schultz and Raymond L. Pecheone Chapter 15 Evidence on the Validity of Content Knowledge for Teaching Assessments Drew H. Gitomer, Geoffrey Phelps, Barbara H. Weren, Heather Howell, and Andrew J. Croft Chapter 16 Optimizing Resources to Maximize Student Gains Catherine A. McClellan, John R. Donoghue, and Robert Pianta Conclusion: Measuring Effective Teaching -- The Future Starts Now Robert Pianta and Kerri A. Kerr Index. |
| Subject |
Effective teaching
|
|
Teachers -- Rating of
|
|
Educational evaluation
|
| Added Author |
Kane, Thomas J
|
|
Kerr, Kerri A
|
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Pianta, Robert C
|
| ISBN |
9781118834350 (hardback) |
|
1118834356 (hardback) |
|
