02593nam 2200637 a 450 991096362960332120251116174951.01-134-40722-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)99100000000024794320030620d2004 uy 0engur|n|---|||||txtccrAssessing teacher effectiveness developing a differentiated model /Jim Campbell ... [et al.]1st ed.London New York RoutledgeFalmer20041 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. J1876871MiAaPQMiAaPQMiAaPQBOOK9910963629603321Assessing teacher effectiveness4488742UNINA