Assessing Teacher Effectiveness

Different models

Jim Campbell, Leonidas Kyriakides, Daniel Muijs , Wendy Robinson

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Hardback

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English

Routledge
22 January 2004

Social groups; Teacher assessment; Teacher training; Teaching skills & techniques; Politics & government

How can we really evaluate teacher effectiveness? Systems of teacher appraisal and evaluation are being created across the world in order to monitor and assess teacher

performance. But do the models used really give a fair evaluation? The authors of this book argue that teacher effectiveness is too narrowly conceptualised 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. This book builds on

and develops previous research on models of teacher effectiveness and will be of interest to academics and researchers working in this area throughout the world.

By: Jim Campbell, Leonidas Kyriakides, Daniel Muijs, Wendy Robinson
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 216mm, Width: 138mm, Spine: 17mm
Weight: 408g
ISBN: 9780415304788
ISBN 10: 0415304784
Pages: 240
Publication Date: 22 January 2004
Audience: Professional and scholarly , Professional and scholarly , Professional & Vocational , Undergraduate , Further / Higher Education
Format: Hardback
Publisher's Status: Active

Jim Campbell is Professor of Education at the University of Warwick. L. Kyriakides is Lecturer in Educational Assessment and Evaluation at Warwick. Daniel Muijs is Lecturer in Quantitative Research Methods at the University of Warwick. Wendy Robinson is Lecturer in Education at the University of Warwick.

Reviews for Assessing Teacher Effectiveness: Different models

'A substantial brick in the growing edifice of doubt about the effects and effectiveness of the standards-led, accountability-driven approach to teaching and teachers' - Michael Duffy, Times Educational Supplement '...succeeds in connecting ideas about teaching effectiveness with a wide range of other thinking and in doing so provides an important critique and reformulation of this field.' -British Journal of Educational Studies, December 2005