Offering perspectives focused on the meaningful goal of measuring and assessing teacher quality, Measurement Issues and Assessment for Teaching Quality brings together leading researchers and practitioners from the fields of education, economics and policy who contribute provocative, illuminating, and coherent articles that explore key issues surrounding this vital topic.
Features:
- Provides an in-depth examination of three thematic sections: Measuring Teaching Quality for Professional Entry, Measuring Teaching Quality in Practice, Measuring Teaching Quality in Context
- Includes section summaries by Drew Gitomer that highlight key issues and common themes that tie the articles together
- Closes with a summary and call to action by Lee Shulman, President of The Carnegie Foundation for the Advancement of Teaching
Measurement Issues and Assessment for Teaching Quality is must reading for principals, educational administrators, and policymakers concerned with the dynamics of improving teacher quality.
Spis treści
Introduction
SECTION I: MEASURING TEACHING QUALITY FOR PROFESSIONAL ENTRY
Ch 1. Measuring Teacher Quality for Professional Entry
Ch 2. Hiring for Teacher Quality at the District Level: Lessons from The New Teacher Project
Ch 3. Professionalizing the Occupation of Teaching in a Time of Transition
Broadening the Vision of Professional Entry–Synthesis of Section I
SECTION II. MEASURING TEACHING QUALITY IN PRACTICE
Ch 4. Measuring Teacher Quality in Practice
Ch 5. The Policy Uses and Policy Validity of Value-Added and Other Teacher Quality Measures
Ch 6. Approximations of Teacher Quality and Effectiveness: View from the State Education Agency
Measuring Teacher and Teaching Quality: Considerations and Next Steps–Synthesis of Section II
SECTION III. MEASURING TEACHING QUALITY IN CONTEXT
Ch 7. Mapping the Terrain of Teacher Quality
Ch 8. Measuring Instruction for Teacher Learning
Ch 9. Opportunity to Teach: Teacher Quality in Context
Crisp Measurement and Messy Context: A Clash of Assumptions and Metaphors–Synthesis of Section III
Assessment of Teaching or Assessment for Teaching? Reflections on the Invitational Conference
About the Contributors
Author Index
Subject Index
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