|Other titles||Research based teacher evaluation.|
|Statement||edited by Richard L. Schwab.|
|Series||Journal of personnel evaluation in education -- v. 4, no. 1.|
|Contributions||Schwab, Richard Lewis.|
|The Physical Object|
|Pagination||121 p. ;|
|Number of Pages||121|
Research-Based Teacher Evaluation: A Response to Scriven Donovan Peterson, Jeffrey Kromrey, David C. Smith Pages Can Research-Based Teacher Evaluation Be Saved? A special issue of the Journal of personnel evaluation in education; vol. 4, no. 1 () Description: s: Contents: Journal of Personnel Evaluation in Education.- Research-Based Teacher Evaluation: A Response to Scriven.- Can Research-Based Teacher Evaluation Be Saved?.- Research-Based Indicators: Is the Glass Half-Full or Half-Empty? A Mixed-Methods Approach: The Story of Magical Teachers A Multiple Case-Study Design in Education to Investigate Historical Integrity and Curriculum Management in Three English Primary Schools An Epidemiological Investigation of the Challenges of Effective Palliative Care of Multiple Myeloma in a Developing Country. In a research-based approach, the responsibilities involved in teacher evaluation, including unclear and conflicting areas, are reviewed. The author provides a set of six guidelines to consider when developing evaluation systems. (MD).
Supposedly out by the time this is in print is “The Dependence of Teacher Development on Teacher Evaluation” in a volume edited by Phil Hughes, Australian Council for Educational Reserach, Seven papers focus on the relationship between research on effective instruction and teacher evaluation (TE). The first two articles depart from previous articles by M. Scriven; the others reflect new research. Topics include using rating scales in TE, improving instruction, at-risk and expert teachers, and supervisor critiquing. discussion of research-based indicators of effective teaching, Cruickshank and Haefele () stated, “An enormous underlying problem with teacher evaluation relates to lack of agreement about what constitutes good or effective teaching” (p. 34). Besides a lack of clear consensus on what an effective teacher is and does—or perhaps because. Everyone at the Table provides materials to genuinely engage teachers in the evaluation process. The book is a research-based and field-tested practical guide for school leaders. With this resource, educators will have the tools they need to develop meaningful teacher evaluations. Offers a collaborative approach to designing teacher evaluationsReviews: 1.
About This Book In this essential new book, best-selling author and researcher Robert J. Marzano and teacher-effectiveness expert Michael D. Toth lay out a framework for the “next generation” of teacher evaluation: a model focused primarily on helping educators develop and improve their practice. 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. PRAISE FOR DESIGNING TEACHER EVALUATION SYSTEMS “This book brings together an all-star team to provide true data-driven, policy-relevant guidance for improving. Book. Search form. Download PDF. Sections. Show page numbers. Teacher Self-Evaluation. Peter W. Airasian Arlen Gullickson. Teacher self-evaluation is a process in which teachers make judgments about the adequacy and effectiveness of their own knowledge, performance, beliefs, and effects for the purpose of self-improvement. Price: Is the book affordable for the intended buyers? When a group-evaluation process is used, all of the issues above and others specific to the teaching context can be discussed, and if several books are being considered, a consensus reached on the book that most suits teachers’ needs. The decision may not rest entirely on the book’s merits.