Assessing Teacher Effectiveness: Different models

by Campbell,Jim

• ISBN13: 9780415304788
• ISBN10: 0415304784
• Format: Hardcover
• Copyright: 2004-03-10
• Publisher: RoutledgeFalmer

Summary

The authors of this book argue that teacher effectiveness is too narrowly conceptualized 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 students than with others * teachers may be more effective with some teaching contexts than others, and * teachers may be more effective with some subjects or components than with others.

Author Biography

Daniel Muijs is Lecturer in Quantitative Research Methods at the University of Warwick.

Table of Contents

Preface	ix
Acknowledgements	xi
PART I The background to teacher effectiveness research	1	(58)
1 Differentiated teacher effectiveness: framing the concept	3	(9)
The background to educational effectiveness research	4	(2)
The search for evidence of educational effectiveness	6	(2)
Models of teacher effectiveness	8	(1)
Methodologies for identifying differentiated effectiveness	9	(1)
Towards a model of differentiated teacher effectiveness: five possible dimensions of difference	9	(1)
The nature and structure of the book	10	(2)
2 The range of teachers' work	12	(12)
Investigations into the work of teachers: a typology	12	(2)
Profiles of teaching as work	14	(2)
Categories of work activity	16	(6)
Towards a model including a range of teacher role activities	22	(2)
3 Historical models of teacher effectiveness	24	(17)
Historical context	26	(1)
Professional pedagogical debate at the turn of the twentieth century	26	(3)
In search of general principles	29	(10)
Historical and current resonance	39	(2)
4 Review of current research in teacher effectiveness	41	(18)
Presage-product studies	41	(2)
Teaching styles	43	(2)
Process-product studies	45	(5)
Knowledge, beliefs, constructivism	50	(9)
PART II Towards a differentiated model	59	(52)
5 A critique of teacher effectiveness research	61	(13)
Conceptual issues	61	(6)
Methodological issues	67	(4)
Strengths and limitations of recent developments in quantitative research methods	71	(3)
6 Developing a model of differentiated teacher effectiveness	74	(10)
Consistency and stability of teacher effects on students' achievement	74	(7)
The capacity of a teacher to be effective across the range of work activity: a criterion consistency measure	81	(3)
7 Evidence in support of differentiated teacher effectiveness	84	(15)
Teachers' differentiated effectiveness in different subjects and curriculum areas	84	(3)
Teachers' differentiated effectiveness in promoting the progress of different groups of pupils according to pupil SES	87	(2)
Teachers' differentiated effectiveness in promoting the progress of different groups of pupils according to their personal characteristics	89	(3)
Teachers' differentiated effectiveness in terms of the the range of role activities in their work	92	(5)
Teachers' effectiveness according to the various contexts in which they work	97	(1)
Conclusion	98	(1)
8 Building theory and methodology	99	(12)
Three models of educational effectiveness	99	(6)
Operational questions in the modelling of teacher effects: a critique of the conceptual models of educational effectiveness	105	(1)
Benefits from testing the conceptual models through research into differentiated effectiveness	106	(5)
PART III Values and policy implications	111	(36)
9 Effective teaching and values	113	(12)
The moral framework of teaching	113	(4)
Values and effective teaching	117	(1)
Values and differentiated teacher effectiveness	118	(4)
Values outside the classroom	122	(1)
Incorporating values into a model of differentiated teacher effectiveness	123	(2)
10 Differentiated teacher effectiveness and teacher appraisal	125	(11)
Models of appraisal	125	(1)
Problems with current appraisal practices	126	(2)
Appraisal for school improvement	128	(2)
Towards a differentiated appraisal model	130	(2)
Collecting data on performance	132	(3)
Conclusion	135	(1)
11 Educational policy implications	136	(11)
The problematic relationship between educational research evidence and education policy	136	(1)
Education policy	137	(8)
Conclusion	145	(2)
PART IV Differentiated teacher effectiveness research: the model in practice	147	(49)
12 A study of aspects of differentiated effectiveness	149	(47)
Research aims	150	(1)
Methods	150	(14)
Results	164	(29)
Implications for research development	193	(3)
Bibliography	196	(24)
Index	220