The Metrics of Teacher Effectiveness and Teacher Quality Research
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Beschreibung:
Most developed nations measure the performance of teachers in audit evaluations of school productivity. Accountability metrics such as "teacher effectiveness" and "teacher quality" dominate evaluations of student outcomes and shape education policy.
The Metrics of Teacher Effectiveness and Teacher Quality Research explores how these metrics distort analyses of student achievement, sideline broader contextual and systemic influences on learning, reinforce input-output analysis of schooling, and skew the educational debate. Focusing on recent phases of school education policy reform, this book utilizes qualitative data from classroom teacher participants to examine how and why issues of teacher effectiveness and teacher quality figure so prominently in policy reform and why pressing matters of social class, school funding, and broader contextual influences are downplayed. The authors use this information to suggest how teachers can develop their role as pedagogic experts in a highly scrutinized environment.
This book will be of great interest to education academics and postgraduate students specializing in teacher performance, accountability and governance.
Most developed nations measure the performance of teachers in audit evaluations of school productivity. Accountability metrics such as "teacher effectiveness" and "teacher quality" dominate evaluations of student outcomes and shape education policy.
The Metrics of Teacher Effectiveness and Teacher Quality Research explores how these metrics distort analyses of student achievement, sideline broader contextual and systemic influences on learning, reinforce input-output analysis of schooling, and skew the educational debate. Focusing on recent phases of school education policy reform, this book utilizes qualitative data from classroom teacher participants to examine how and why issues of teacher effectiveness and teacher quality figure so prominently in policy reform and why pressing matters of social class, school funding, and broader contextual influences are downplayed. The authors use this information to suggest how teachers can develop their role as pedagogic experts in a highly scrutinized environment.
This book will be of great interest to education academics and postgraduate students specializing in teacher performance, accountability and governance.