Assessing Teacher, Classroom, and School Effects
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achievement
advanced teacher evaluation methodology
Aligned Hr Practice
Category=JN
center
classroom impact studies
Comparative Education
Composite Evaluation Score
Dummy Variables
education
educational policy analysis
Empirical Bayes Estimates
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eq_nobargain
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evaluation
Evaluation Scores
Foundation Philanthropy
Functional Hr Area
Higher Evaluation Scores
HLM Model
Hr Alignment
Hr Management Practice
Hr Practice
human resources alignment
learning
Measure Teacher Competency
Pedagogical Content Knowledge
Performance Based Teacher Evaluation
Professional Development
Random Intercept Model
research
salary schedule research
School Demographic Characteristics
scores
Skill Based Pay System
St Ep
statistical modeling education
student
Student Learning Gains
system
Teacher Evaluation Scores
Teacher Evaluation System
teacher performance metrics
Washoe County
wisconsin
Product details
- ISBN 9780805895247
- Weight: 290g
- Dimensions: 152 x 229mm
- Publication Date: 08 Oct 2004
- Publisher: Taylor & Francis Inc
- Publication City/Country: US
- Product Form: Paperback
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This is Volume 79, Issue 4 2004 of the Peabody Journal of Education and this special issue provides a collection of works on the topic of Assessing Teacher, Classroom and School Effects in the US. The six articles focus generally on new directions in assessing and measuring teacher, classroom, and school effects on improvements in student academic achievement and more specifically analyze the criterion validity and surrounding human resources strategies of new efforts to implement performance-based teacher evaluations, the results of which in some cases are linked to new knowledge- and skills-based teacher salary schedules.
