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100   $a20180331d2004      uy         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 00$aAssessing teacher effectiveness $edeveloping a differentiated model /$fJim Campbell. [et al.]
205   $a1st ed.
210  1$aLondon ;$aNew York :$cRoutledgeFalmer,$d2004.
215   $a1 online resource (241 p.)
300   $aDescription based upon print version of record.
311   $a0-203-35241-6 
311   $a0-415-30478-4 
320   $aIncludes bibliographical references (p. [196]-219) and index.
327   $aThe background to teacher effectiveness research -- Towards a differentiated model -- Values and policy implications -- Differentiated teacher effectiveness research: the model in practice.
330   $aHow 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 of
606   $aTeachers$xRating of
606   $aTeacher effectiveness
615  0$aTeachers$xRating of.
615  0$aTeacher effectiveness.
676   $a371.14/4
701   $aCampbell$b R. J$01595471
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910812208003321
996   $aAssessing teacher effectiveness$94000158
997   $aUNINA