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Designing effective assessments / / James H. Stronge, Leslie W. Grant, and Xianxuan Xu
| Designing effective assessments / / James H. Stronge, Leslie W. Grant, and Xianxuan Xu |
| Autore | Stronge James H. |
| Pubbl/distr/stampa | Bloomington, Indiana : , : Solution Tree Press, , 2017 |
| Descrizione fisica | 1 online resource (142 pages) : illustrations, tables |
| Disciplina | 371.26 |
| Soggetto topico |
Educational tests and measurements
Students - Evaluation |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-936763-71-0 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910466086403321 |
Stronge James H.
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| Bloomington, Indiana : , : Solution Tree Press, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Designing effective assessments / / James H. Stronge, Leslie W. Grant, Xianxuan Xu
| Designing effective assessments / / James H. Stronge, Leslie W. Grant, Xianxuan Xu |
| Autore | Stronge James H. |
| Pubbl/distr/stampa | Bloomington, Indiana : , : Solution Tree Press, , [2017] |
| Descrizione fisica | 1 online resource (x, 142 pages) : illustrations |
| Disciplina | 371.26 |
| Collana | Gale eBooks |
| Soggetto topico |
Educational tests and measurements
Students - Evaluation |
| ISBN | 1-936763-71-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | ch. 1. Enhancing the validity and reliability of assessments -- ch. 2. Measuring student attitudes, dispositions, and engagement using affective assessment -- ch. 3. Assessing student criterion-referenced learning using performance-based assessment -- ch. 4. Documenting student progress through portfolios -- ch. 5. Creating rubrics for student feedback -- ch. 6. Building practical grading practices -- ch. 7. Building valid and reliable grading practices -- ch. 8. Improving communication through standards-based grading -- ch. 9. Understanding and using standardized assessment data -- ch. 10. Teaching test-taking skills. |
| Record Nr. | UNINA-9910792543903321 |
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Stronge James H.
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| Bloomington, Indiana : , : Solution Tree Press, , [2017] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Designing effective assessments / / James H. Stronge, Leslie W. Grant, Xianxuan Xu
| Designing effective assessments / / James H. Stronge, Leslie W. Grant, Xianxuan Xu |
| Autore | Stronge James H. |
| Pubbl/distr/stampa | Bloomington, Indiana : , : Solution Tree Press, , [2017] |
| Descrizione fisica | 1 online resource (x, 142 pages) : illustrations |
| Disciplina | 371.26 |
| Collana | Gale eBooks |
| Soggetto topico |
Educational tests and measurements
Students - Evaluation |
| ISBN | 1-936763-71-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | ch. 1. Enhancing the validity and reliability of assessments -- ch. 2. Measuring student attitudes, dispositions, and engagement using affective assessment -- ch. 3. Assessing student criterion-referenced learning using performance-based assessment -- ch. 4. Documenting student progress through portfolios -- ch. 5. Creating rubrics for student feedback -- ch. 6. Building practical grading practices -- ch. 7. Building valid and reliable grading practices -- ch. 8. Improving communication through standards-based grading -- ch. 9. Understanding and using standardized assessment data -- ch. 10. Teaching test-taking skills. |
| Record Nr. | UNINA-9910812316103321 |
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Stronge James H.
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| Bloomington, Indiana : , : Solution Tree Press, , [2017] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Effective teachers student achievement : what the research says / / James H. Stronge
| Effective teachers student achievement : what the research says / / James H. Stronge |
| Autore | Stronge James H. |
| Pubbl/distr/stampa | New York ; ; London : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (190 p.) |
| Disciplina | 371.102 |
| Collana |
James H. Stronge research-to-practice series
Eye on education book |
| Soggetto topico |
Effective teaching
Academic achievement Educational innovations School improvement programs |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-315-85497-X
1-317-92630-7 1-283-52442-2 9786613836878 1-61442-085-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; About the Author; Acknowledgements; Table of Contents; Introduction; Conceptual Framework for the Book; Research Basis for the Book; How Do We Know the Impact of Teachers on Student Achievement?; How Do We Know What Teachers Do ImpactsStudent Achievement?; To the Reader; Part I: Effective Teachers = Student Achievement; 1 Do Teachers Matter? The Impact of Teachers on Student Achievement; What Is the Evidence that Teachers Matter to Student Achievement?; Evidence of Teacher Impact on Student Learning; A Case Study of Teacher Impact on Student Achievement
Where Do Student Achievement Differences Occur: At the School or Teacher Level?Factors Influencing Student Achievement; School Versus Home Influences on Student Achievement; School Versus Teacher Influences on Student Achievement; What Are the Possibilities and Pitfalls of Estimating Teacher Effects on Student Achievement?; Conclusion; 2 How Much Do Teachers Matter?; How Influential Is Teacher Effectiveness on Student Achievement?; Effective Versus Ineffective Teachers: Studies Involving Primary Level Students Effective Versus Ineffective Teachers: Studies Involving Upper Elementary/Middle Level StudentsEffective Versus Ineffective Teachers: Studies Involving Secondary Level Students; How Much of the Variability in Student Achievement Can Be Explained by Teacher Effectiveness?; Estimates of Teacher Effects; Estimating Teacher Effects Is Not Exact; What Are Practical Implications of Teacher Effects on Student Achievement?; Overall Effects of Teacher Quality on Student Achievement; Importance of Investing in Teacher Quality; How Can Teacher Effects Help with Equity for All Students?; Conclusion 3 Why Do Teachers Matter?How Do Cumulative Effects of Teachers Impact Student Achievement?; What Is Cumulative Effect?; Applying Cumulative Effects; Cumulative Effect Illustrated; Cumulative Effect and Socioeconomic Influences; How Do Residual Effects of Teachers Impact Student Achievement?; What Is Residual Effect?; Residual Effect Illustrated; What Are the Implications of Teacher Effectiveness for Selected Student Populations?; Teacher Effectiveness and Minority Students; Teacher Effectiveness and High Ability Students; Teacher Effectiveness and Economically Disadvantaged Students Conclusion: So Why Do Teachers Matter?4 How Do Teachers Matter?; Why Should We Care about What Makes a Teacher Effective?; What Is a Framework for Understanding Effective Teachers Qualities and Dispositions?; What Effective Teachers Do that Impacts Student Achievement; A Framework for Teacher Quality; How Do Teachers' Background Qualities Affect Student Achievement?; Variability in Research on Background Characteristics; Teacher Background Qualities: A Priori Factors; Degrees Earned; Elementary School Teacher Degree Attainment and Student Achievement Secondary School Teacher Degree Attainment and Student Achievement |
| Record Nr. | UNINA-9910462415103321 |
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Stronge James H.
|
||
| New York ; ; London : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Effective teachers student achievement : what the research says / / James H. Stronge
| Effective teachers student achievement : what the research says / / James H. Stronge |
| Autore | Stronge James H. |
| Pubbl/distr/stampa | New York ; ; London : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (190 p.) |
| Disciplina | 371.102 |
| Collana |
James H. Stronge research-to-practice series
Eye on education book |
| Soggetto topico |
Effective teaching
Academic achievement Educational innovations School improvement programs |
| ISBN |
1-317-92629-3
1-315-85497-X 1-317-92630-7 1-283-52442-2 9786613836878 1-61442-085-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; About the Author; Acknowledgements; Table of Contents; Introduction; Conceptual Framework for the Book; Research Basis for the Book; How Do We Know the Impact of Teachers on Student Achievement?; How Do We Know What Teachers Do ImpactsStudent Achievement?; To the Reader; Part I: Effective Teachers = Student Achievement; 1 Do Teachers Matter? The Impact of Teachers on Student Achievement; What Is the Evidence that Teachers Matter to Student Achievement?; Evidence of Teacher Impact on Student Learning; A Case Study of Teacher Impact on Student Achievement
Where Do Student Achievement Differences Occur: At the School or Teacher Level?Factors Influencing Student Achievement; School Versus Home Influences on Student Achievement; School Versus Teacher Influences on Student Achievement; What Are the Possibilities and Pitfalls of Estimating Teacher Effects on Student Achievement?; Conclusion; 2 How Much Do Teachers Matter?; How Influential Is Teacher Effectiveness on Student Achievement?; Effective Versus Ineffective Teachers: Studies Involving Primary Level Students Effective Versus Ineffective Teachers: Studies Involving Upper Elementary/Middle Level StudentsEffective Versus Ineffective Teachers: Studies Involving Secondary Level Students; How Much of the Variability in Student Achievement Can Be Explained by Teacher Effectiveness?; Estimates of Teacher Effects; Estimating Teacher Effects Is Not Exact; What Are Practical Implications of Teacher Effects on Student Achievement?; Overall Effects of Teacher Quality on Student Achievement; Importance of Investing in Teacher Quality; How Can Teacher Effects Help with Equity for All Students?; Conclusion 3 Why Do Teachers Matter?How Do Cumulative Effects of Teachers Impact Student Achievement?; What Is Cumulative Effect?; Applying Cumulative Effects; Cumulative Effect Illustrated; Cumulative Effect and Socioeconomic Influences; How Do Residual Effects of Teachers Impact Student Achievement?; What Is Residual Effect?; Residual Effect Illustrated; What Are the Implications of Teacher Effectiveness for Selected Student Populations?; Teacher Effectiveness and Minority Students; Teacher Effectiveness and High Ability Students; Teacher Effectiveness and Economically Disadvantaged Students Conclusion: So Why Do Teachers Matter?4 How Do Teachers Matter?; Why Should We Care about What Makes a Teacher Effective?; What Is a Framework for Understanding Effective Teachers Qualities and Dispositions?; What Effective Teachers Do that Impacts Student Achievement; A Framework for Teacher Quality; How Do Teachers' Background Qualities Affect Student Achievement?; Variability in Research on Background Characteristics; Teacher Background Qualities: A Priori Factors; Degrees Earned; Elementary School Teacher Degree Attainment and Student Achievement Secondary School Teacher Degree Attainment and Student Achievement |
| Altri titoli varianti | Effective teachers equals student achievement |
| Record Nr. | UNINA-9910790267603321 |
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Stronge James H.
|
||
| New York ; ; London : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Evaluating what good teachers do : eight research-based standards for assessing teacher excellence / / James H. Stronge
| Evaluating what good teachers do : eight research-based standards for assessing teacher excellence / / James H. Stronge |
| Autore | Stronge James H. |
| Pubbl/distr/stampa | New York ; ; London : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (157 p.) |
| Disciplina | 371.14/4 |
| Collana |
James H. Stronge research-to-practice series
Eye on education book |
| Soggetto topico |
Effective teaching
Educational innovations School improvement programs Learning, Psychology of |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-315-85440-6
1-317-92459-2 1-283-52434-1 9786613836793 1-61442-144-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; Acknowledgments; About the Author; Table of Contents; Preface; Part I Performance Standards for Teachers; 1 How to Assess Teacher Quality; What Are Teacher Performance Standards and How Are They Used?; Importance of Defining the Job of the Teacher; Overview of Performance Standards; Suggested Teacher Performance Standards; Alignment of Teacher Performance Standards with Qualities of Effective Teachers; What Are Quality Indicators and How Are They Used?; Overview of Quality Indicators; How Quality Indicators Are Used
How Can Teacher Performance Standards Be Documented?Documenting Teacher Performance Standards; Observation; Formal Observations; Informal Observations; Walkthrough Observations; Portfolios/Data Logs; Using Multiple Data Sources; How Can Teacher Performance Standards Be Rated?; Rating Scales; Performance Appraisal Rubric; Why Are Performance Standards Important for Ensuring Teacher Quality?; Notes; 2 Professional Knowledge; What Does Professional Knowledge Mean?; What Does the Research Say About Professional Knowledge of the Teacher? What Are Research-Based Quality Indicators for Professional Knowledge?How Can Professional Knowledge Be Documented?; What Are Rating Scale Options for Professional Knowledge?; Notes; 3 Data-Driven Planning; What Does Data-Driven Planning Mean?; Data-Driven Aspects of Planning; Applying Planning Processes to Teaching; Definitions of Data-Driven Planning; What Does the Research Say About Data-Driven Planning?; The Process of Planning; What Should Be Taught?; How Should It Be Taught?; How Should Instruction and Student Learning Be Assessed?; Pacing Guides as a Planning Tool What Are Research-Based Quality Indicators for Data-Driven Planning?How Can Data-Driven Planning Be Documented?; What Are Rating Scale Options for Data-Driven Planning?; Notes; 4 Instructional Delivery; What Does Instructional Delivery Mean?; What Does the Research Say About Instructional Delivery?; What Are Research-Based Quality Indicators for Instructional Delivery?; How Can Instructional Delivery Be Documented?; What Are Rating Scale Options for Instructional Delivery?; Notes; 5 Assessment for Learning; What Does Assessment for Learning Mean? What Does the Research Say About Assessment for Learning?What Are Research-Based Quality Indicators for Assessment for Learning?; How Can Assessment for Learning Be Documented?; What Are Rating Scale Options for Assessment for Learning?; Notes; 6 Learning Environment; What Does Learning Environment Mean?; What Does the Research Say about Learning Environment?; Classroom Management and Structure; Positive Classroom Climate; Classroom Talk; What Are Research-Based Quality Indicators for Learning Environment?; How Can Learning Environment Be Documented? What Are Rating Scale Options for Learning Environment? |
| Record Nr. | UNINA-9910461767303321 |
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Stronge James H.
|
||
| New York ; ; London : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Evaluating what good teachers do : eight research-based standards for assessing teacher excellence / / James H. Stronge
| Evaluating what good teachers do : eight research-based standards for assessing teacher excellence / / James H. Stronge |
| Autore | Stronge James H. |
| Pubbl/distr/stampa | New York ; ; London : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (157 p.) |
| Disciplina | 371.14/4 |
| Collana |
James H. Stronge research-to-practice series
Eye on education book |
| Soggetto topico |
Effective teaching
Educational innovations School improvement programs Learning, Psychology of |
| ISBN |
1-317-92458-4
1-315-85440-6 1-317-92459-2 1-283-52434-1 9786613836793 1-61442-144-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; Acknowledgments; About the Author; Table of Contents; Preface; Part I Performance Standards for Teachers; 1 How to Assess Teacher Quality; What Are Teacher Performance Standards and How Are They Used?; Importance of Defining the Job of the Teacher; Overview of Performance Standards; Suggested Teacher Performance Standards; Alignment of Teacher Performance Standards with Qualities of Effective Teachers; What Are Quality Indicators and How Are They Used?; Overview of Quality Indicators; How Quality Indicators Are Used
How Can Teacher Performance Standards Be Documented?Documenting Teacher Performance Standards; Observation; Formal Observations; Informal Observations; Walkthrough Observations; Portfolios/Data Logs; Using Multiple Data Sources; How Can Teacher Performance Standards Be Rated?; Rating Scales; Performance Appraisal Rubric; Why Are Performance Standards Important for Ensuring Teacher Quality?; Notes; 2 Professional Knowledge; What Does Professional Knowledge Mean?; What Does the Research Say About Professional Knowledge of the Teacher? What Are Research-Based Quality Indicators for Professional Knowledge?How Can Professional Knowledge Be Documented?; What Are Rating Scale Options for Professional Knowledge?; Notes; 3 Data-Driven Planning; What Does Data-Driven Planning Mean?; Data-Driven Aspects of Planning; Applying Planning Processes to Teaching; Definitions of Data-Driven Planning; What Does the Research Say About Data-Driven Planning?; The Process of Planning; What Should Be Taught?; How Should It Be Taught?; How Should Instruction and Student Learning Be Assessed?; Pacing Guides as a Planning Tool What Are Research-Based Quality Indicators for Data-Driven Planning?How Can Data-Driven Planning Be Documented?; What Are Rating Scale Options for Data-Driven Planning?; Notes; 4 Instructional Delivery; What Does Instructional Delivery Mean?; What Does the Research Say About Instructional Delivery?; What Are Research-Based Quality Indicators for Instructional Delivery?; How Can Instructional Delivery Be Documented?; What Are Rating Scale Options for Instructional Delivery?; Notes; 5 Assessment for Learning; What Does Assessment for Learning Mean? What Does the Research Say About Assessment for Learning?What Are Research-Based Quality Indicators for Assessment for Learning?; How Can Assessment for Learning Be Documented?; What Are Rating Scale Options for Assessment for Learning?; Notes; 6 Learning Environment; What Does Learning Environment Mean?; What Does the Research Say about Learning Environment?; Classroom Management and Structure; Positive Classroom Climate; Classroom Talk; What Are Research-Based Quality Indicators for Learning Environment?; How Can Learning Environment Be Documented? What Are Rating Scale Options for Learning Environment? |
| Record Nr. | UNINA-9910790242803321 |
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Stronge James H.
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| New York ; ; London : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Handbook for qualities of effective teachers / / James H. Stronge, Pamela D. Tucker, Jennifer L. Hindman
| Handbook for qualities of effective teachers / / James H. Stronge, Pamela D. Tucker, Jennifer L. Hindman |
| Autore | Stronge James H. |
| Pubbl/distr/stampa | Alexandria, Va. : , : Association for Supervision and Curriculum Development, , c2004 |
| Descrizione fisica | 1 online resource (viii, 226 pages) |
| Disciplina | 371.102 |
| Soggetto topico |
Effective teaching
Teacher effectiveness |
| ISBN |
1-4166-0181-3
9786610933006 1-280-93300-3 1-4166-0180-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Title Page; Copyright; Dedication; Table of Contents ; Acknowledgments; Introduction: Maximizing Your Use of the Handbook ; Chapter 1: Prerequisites of Effective Teaching; Chapter 2: The Teacher as a Person; Chapter 3: Classroom Management and Organization; Chapter 4: Organizing for Instruction; Chapter 5: Implementing Instruction; Chapter 6: Monitoring Student Progress and Potential; Chapter 7: Expecting and Getting the Best from Our Students; References; Index; About the Authors; Search this Book; Related ASCD Resources |
| Record Nr. | UNINA-9910783458803321 |
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Stronge James H.
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| Alexandria, Va. : , : Association for Supervision and Curriculum Development, , c2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Handbook for qualities of effective teachers / / James H. Stronge, Pamela D. Tucker, Jennifer L. Hindman
| Handbook for qualities of effective teachers / / James H. Stronge, Pamela D. Tucker, Jennifer L. Hindman |
| Autore | Stronge James H. |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Alexandria, Va. : , : Association for Supervision and Curriculum Development, , c2004 |
| Descrizione fisica | 1 online resource (viii, 226 pages) |
| Disciplina | 371.102 |
| Soggetto topico |
Effective teaching
Teacher effectiveness |
| ISBN |
1-4166-0181-3
9786610933006 1-280-93300-3 1-4166-0180-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Title Page; Copyright; Dedication; Table of Contents ; Acknowledgments; Introduction: Maximizing Your Use of the Handbook ; Chapter 1: Prerequisites of Effective Teaching; Chapter 2: The Teacher as a Person; Chapter 3: Classroom Management and Organization; Chapter 4: Organizing for Instruction; Chapter 5: Implementing Instruction; Chapter 6: Monitoring Student Progress and Potential; Chapter 7: Expecting and Getting the Best from Our Students; References; Index; About the Authors; Search this Book; Related ASCD Resources |
| Record Nr. | UNINA-9910811593603321 |
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Stronge James H.
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||
| Alexandria, Va. : , : Association for Supervision and Curriculum Development, , c2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Handbook on educational specialist evaluation : assessing and improving performance / / James H. Stronge, Pamela D. Tucker
| Handbook on educational specialist evaluation : assessing and improving performance / / James H. Stronge, Pamela D. Tucker |
| Autore | Stronge James H. |
| Pubbl/distr/stampa | New York : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (235 p.) |
| Disciplina | 371.2/01 |
| Altri autori (Persone) | TuckerPamela D |
| Collana | Eye on education |
| Soggetto topico |
School employees - Rating of - United States
School improvement programs - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-315-85371-X
1-317-92252-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; Dedication; Table of Contents; List Of Figures; Preface; Acknowledgments; About the Authors; Part I: Developing And Implementing An Educational Specialist Evaluation System; Chapter 1: Educational Specialist Evaluation: Getting Started; Who Are Educational Specialists?; What Is Unique About Evaluating Educational Specialists?; Multiple Supervisors; Job Description Problems; Multiple Specialist Positions with Specialized Training; Multiple Data Sources; Why Do We Need Quality Performance Evaluation for All Educators?
What Are the Purposes of Educational Specialist Evaluation?Identifying Evaluation Purposes; Linking Professional Growth and Accountability in Educational Specialist Evaluation; Why Has Educational Performance Evaluation Often Failed to Be Effective?; What Components Are Essential for a Quality Performance Evaluation System?; Communication in Evaluation; Commitment to Evaluation; Collaboration in Evaluation; What Are Guidelines for Developing and Implementing Quality Educator Performance Evaluation Systems?; What Is the Purpose of the Handbook?; What Does the Handbook Not Provide?; Summary Chapter 1 ReferencesChapter 2: Educational Specialist Evaluation: Background and Context; What Is the History of Evaluation for Educational Specialists?; What Are the Frameworks for Evaluating Educational Specialists?; What Are the Different Models of Personnel Evaluation?; What Are the Standards for Quality Personnel Evaluation; Propriety Standards; Utility Standards; Feasibility Standards; Accuracy Standards; Summary; Chapter 2 References; Chapter 3: The Goals and Roles Evaluation Model; What Are the Underlying Assumptions?; What Is the Purpose of the Model?; What Are the Key Features? What Are the Basic Steps in the Model?Summary; Chapter 3 References; Chapter 4: Developing Performance Standards; What is the Job of the Educational Specialist?; What Are Performance Standards?; Overview of Performance Standards; Domains; Performance Standards; Performance Indicators; What Are the Steps in Developing Performance Standards?; Selecting Terminology; Determining Content for Performance Standards; What Performance Standards Are Recommended for Use with Educational Specialists?; Summary: How Should Educational Specialist Performance Standards Be Used?; Chapter 4 References Chapter 5: Rating Performance of Educational SpecialistsWhat Are the Intended Outcomes of Performance Evaluation?; What Assessment Tools Can Be Used in Providing Formative Feedback?; Performance Indicators and Formative Feedback; Interim Reviews and Formative Feedback; What Types of Rating Scales Can Be Used in Summative Evaluation?; Designing Rating Scales; Using Rating Scales; What Is a Performance Appraisal Rubric and How Can It Be Used?; Summary; Chapter 5 References; Chapter 6: Documenting Performance of Educational Specialists So What Is Wrong with Observation-only Educational Specialist Evaluation Systems? |
| Record Nr. | UNINA-9910465057003321 |
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Stronge James H.
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| New York : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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