02594oam 2200637I 450 991081220800332120240405093605.01-134-40722-X0-415-30479-21-134-40723-81-280-04948-00-203-40370-310.4324/9780203403709 (CKB)1000000000247943(EBL)181927(OCoLC)437084764(SSID)ssj0000289308(PQKBManifestationID)11221471(PQKBTitleCode)TC0000289308(PQKBWorkID)10401484(PQKB)10193668(MiAaPQ)EBC181927(Au-PeEL)EBL181927(CaPaEBR)ebr10098801(CaONFJC)MIL4948(OCoLC)56418951(EXLCZ)99100000000024794320180331d2004 uy 0engur|n|---|||||txtccrAssessing teacher effectiveness developing a differentiated model /Jim Campbell. [et al.]1st ed.London ;New York :RoutledgeFalmer,2004.1 online resource (241 p.)Description based upon print version of record.0-203-35241-6 0-415-30478-4 Includes bibliographical references (p. [196]-219) and index.The background to teacher effectiveness research -- Towards a differentiated model -- Values and policy implications -- Differentiated teacher effectiveness research: the model in practice.How can we really evaluate teacher effectiveness?Systems of teacher appraisal and evaluation are being created across the world in order to monitor and assess teacher performance. But do the models used really give a fair evaluation?Based on international research, the authors argue that teacher effectiveness is too narrowly conceptualised and methods of measuring it are not attuned to the real contexts in which teachers work. They propose a model of differential teacher effectiveness which takes into account that:* teachers may be more effective with some categories ofTeachersRating ofTeacher effectivenessTeachersRating of.Teacher effectiveness.371.14/4Campbell R. J1595471MiAaPQMiAaPQMiAaPQBOOK9910812208003321Assessing teacher effectiveness4000158UNINA