What teachers know, what teachers do
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 51, Heft 5, S. 473-478
ISSN: 1467-873X
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 51, Heft 5, S. 473-478
ISSN: 1467-873X
In: Radical teacher: a socialist, feminist and anti-racist journal on the theory and practice of teaching, Band 82, Heft 1, S. 45-45
ISSN: 1941-0832
In: Asian Studies Association of Australia. Review, Band 6, Heft 1, S. 13-13
In: Dissent: a journal devoted to radical ideas and the values of socialism and democracy, Band 58, Heft 3, S. 9-14
ISSN: 0012-3846
The mantra of the current school reform in the US is that high-quality teachers produce high-achieving students. As a result, the educational system should hold teachers accountable for student outcomes, offering bonus pay to the most effective teachers and shoving the least effective ones out the door. In order to implement such a policy, a valid and reliable measure of teacher quality, and the reformers have zeroed in on one such measure, which is known as the value-added approach. This article explores three major questions that arise from this development: 1) why did the value-added measure of teaching emerge at this point in the history of American education?; 2) What are the core characteristics of teaching as a professional practice that make it so hard to perform effectively and so hard to measure accurately?; and 3) And under these circumstances, what are the likely consequences of using the value-added measure of teaching? Adapted from the source document.
In: Labour / Le Travail, Band 13, S. 253
World Affairs Online
In: Dissent: a quarterly of politics and culture, Band 58, Heft 3, S. 9-14
ISSN: 1946-0910
Education reformers have zeroed in on a measure known as the value-added approach. According to this method, you calculate the effectiveness of individual teachers by the increase in test scores that students demonstrate after a year in their classroom. In this article, I explore three major questions that arise from the increased prominence of value-added metrics in the education reform movement. Why did the value-added measure of teaching emerge at this point in the history of American education? What are the core characteristics of teaching as a professional practice that make it so hard to perform effectively and so hard to measure accurately? And under these circumstances, what are the likely consequences of using the value-added measure of teaching?
In: Public management: PM, Band 77, Heft 6, S. 19-22
ISSN: 0033-3611
In: Science and public policy: journal of the Science Policy Foundation
ISSN: 1471-5430
In: Studies in comparative communism, Band 3, Heft 1, S. 105-106
ISSN: 0039-3592
In: The journalism bulletin, Band 3, Heft 4, S. 1-30
In: European Journal of Political Economy, Band 64, S. 101902
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 44, Heft 2, S. 135-140
ISSN: 1467-873X
In: The Salisbury review: a quarterly magazine of conservative thought, Band 32, Heft 1, S. 37-38
ISSN: 0265-4881
In: Review of European studies: RES, Band 2, Heft 1
ISSN: 1918-7181