000 06671cam a2200889 i 4500
005 20250919211750.0
006 m o d
007 cr |||||||||||
008 171212s2014 cau o 000 0 eng
010 _a2014-015922
020 _a9781119210856
_qelectronic bk.
020 _a1119210852
_qelectronic bk.
020 _a9781118837184 (epub)
020 _a1118837185 (epub)
020 _a9781118837221 (pdf)
020 _a1118837223 (pdf)
020 _z9781118834350 (hardback)
020 _a1118834356
020 _a9781118834350
020 _a1118837355
020 _a9781118837351
020 _a9781306862288
020 _a1306862280
029 1 _aNLGGC
_b376100729
029 1 _aNZ1
_b15749332
029 1 _aAU@
_b000053339916
029 1 _aDEBBG
_bBV042735063
029 1 _aDEBSZ
_b409827959
029 1 _aDEBSZ
_b446055530
029 1 _aAU@
_b000052777513
029 1 _aDEBBG
_bBV043396701
035 _a(OCoLC)877948785
_z(OCoLC)881416993
_z(OCoLC)889662561
_z(OCoLC)889704988
_z(OCoLC)900089019
_z(OCoLC)961588045
_z(OCoLC)962646408
035 _a(OCoLC)ocn877948785
037 _a617479
_bMIL
039 9 _a201902121259
_bemilda
_y12-12-2017
_zhafiz
_wMYUKM (1).mrc
_x595
040 _aDLC
_beng
_erda
_cDLC
_dYDX
_dNST
_dIDEBK
_dE7B
_dYDXCP
_dNLGGC
_dCDX
_dRECBK
_dOCLCO
_dAU@
_dEBLCP
_dDEBSZ
_dDG1
_dOCLCQ
_dCOO
_dDEBBG
042 _apcc
049 _aMAIN
050 0 0 _aLB2838
072 7 _aEDU
_x001000
_2bisacsh
072 7 _aEDU
_x036000
_2bisacsh
082 0 0 _a371.14/4
_223
245 0 0 _aDesigning teacher evaluation systems :
_bnew guidance from the measures of effective teaching project /
_cThomas J. Kane, Kerri A. Kerr, and Robert C. Pianta, editors.
264 1 _aSan Francisco, CA :
_bJossey-Bass, A Wiley Brand,
_c2014.
300 _a1 online resource.
336 _atext
_2rdacontent
337 _acomputer
_2rdamedia
338 _aonline resource
_2rdacarrier
504 _aIncludes bibliographical references and index.
505 0 _aDesigning Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project; Copyright; Contents; About the Editors; About the Contributors; About the Bill & Melinda Gates Foundation; Chapter 1: Why Measure Effective Teaching?; Driven by the Needs of Practitioners; Scaling Up Research Capacity; New Challenges, Enduring Objectives; Notes; Section 1: Using Data for Feedback and Evaluation; Chapter 2: Grade-Level Variation in Observational Measures of Teacher Effectiveness; Introduction; Potential Explanations for Grade-Level Differences in Observation Scores.
505 8 _aWhere We Find Our DataObservation Scores; Data on Potential Factors Affecting Observation Scores; How We Analyzed the Data; Answers to the Research Questions; Research Question 1: Are There Grade-Level Differences in Observation Scores?; Research Question 2: Do Teacher Characteristics, Classroom Composition, Rater Effects, or Unobserved School Effects Account for Grade-Level Differences?; Research Question 3: Do Observation Scores Predict Student Achievement Gains Differently by Grade Level?; Some Policy Implications of the Results; Notes.
505 8 _aChapter 3: Improving Observational Score Quality: Challenges in Observer ThinkingIntroduction; Research on Observer Thinking; Human Scoring of Constructed-Response Questions; Training Observers to Score Teaching; Important Aspects of Creating Observation Scores; Description of the Studies, Protocols, Data Collection, and Analyses; Overview of the MET and UTQ Studies; Description of the Observation Protocols; Data Set 1: Score Creation, Aggregation, and Analysis; Data Set 2: Observer Thinking Data Collection and Analyses; Observer Consistency, Accuracy, and Perceptions of Dimension Difficulty.
505 8 _aObserver Consistency and AccuracyObserver Perceptions of Dimension Difficulty; Observer Reasoning, Potential Sources of Error, and Study Limitations; Reasoning Strategies; Potential Sources of Error in Observers' Thinking; Study Limitations; Implications for Training and Observational Policy Decisions; References and Additional Resources; Chapter 4: How Framework for Teaching and Tripod 7Cs Evidence Distinguish Key Components of Effective Teaching; Introduction; Introduction to the Frameworks; Framework for Teaching; The Tripod 7Cs Model; Past Literature; Data and Primary Methods.
505 8 _aDo Adults (FfT) and Students (Tripod 7Cs) Agree About Teaching?Conceptually Matching the Frameworks; Empirical Matching; The Special Case of Very Unruly Classrooms; Predicting Value Added, Happiness, Effort, and Inspiration; Value Added; Happiness and Effort in Class and College Inspiration; Achieving Order without Intimidation and Coercion; Maintaining Data Quality; Discussion and Implications; Do Adults and Students Agree about Teaching?; Predicting Value Added and Engagement; Maintaining Data Quality; Limitations; Conclusion; Notes.
520 _aDefinitive research for meaningful teacher evaluations All across America, in urban, suburban, and rural schools, teacher evaluation procedures are much-debated. Evaluation processes for teachers have varied over the years, and the usefulness of those processes to improve and assess the quality of a teacher's instruction has been questionable and often non-existent. Designing Teacher Evaluation Systems, New Guidance from the Measures of Effective Teaching Project provides you with original research from an extensive study that will help you rethink and redesign teacher evaluati.
588 _aDescription based on print version record and CIP data provided by publisher.
610 2 0 _aMeasures of Effective Teaching Project.
610 2 4 _aMeasures of Effective Teaching Project.
650 0 _aEffective teaching.
650 0 _aTeachers
_xRating of.
650 0 _aEducational evaluation.
655 4 _aElectronic books.
655 0 _aElectronic books.
700 1 _aKane, Thomas J.,
_eeditor of compilation.
700 1 _aKerr, Kerri A.,
_eeditor of compilation.
700 1 _aPianta, Robert C.,
_eeditor of compilation.
710 2 _aMeasures of Effective Teaching Project.
773 0 _tWiley e-books
776 0 8 _iPrint version:
_tDesigning teacher evaluation systems
_b1
_dSan Francisco, CA : Jossey-Bass, 2014
_z9781118834350
_w(DLC) 2014011872
856 4 0 _uhttps://eresourcesptsl.ukm.remotexs.co/user/login?url=http://onlinelibrary.wiley.com/book/10.1002/9781119210856
_zWiley Online Library
907 _a.b16543373
_b2022-10-25
_c2019-11-12
942 _n0
914 _avtls003629268
998 _ae
_b2017-12-12
_cm
_dz
_feng
_gcau
_y0
_z.b16543373
999 _c689280
_d689280