Enhancing Teacher Education, Development, and Evaluation

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A01=Alyson Lavigne
A01=Thomas Good
Alyson Lavigne
American Education
Author_Alyson Lavigne
Author_Thomas Good
Category=JNC
Category=JNK
Category=JNT
Coleman Report
Education Reform
educational policy analysis
Entry Level Doctors
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
evidence-based pedagogy
High Stakes Teacher Evaluation
Increase Teacher Pay
Influence Student Achievement
instructional improvement strategies
Instructional Leadership
Making Personnel Decisions
Measurement
Meet Project
Michigan State University
National Council On Teacher Quality
PD
PP Study
principal leadership training
Principal Preparation Programs
professional development for educators
Race to the Top
RTTT Funding
school accountability systems
School Administration
School Reform
Student Achievement Gains
Student Achievement Growth
Student Achievement Outcomes
Student Succeeds Act
Teacher Effectiveness
Teacher Effects
Teacher Evaluation
Teacher Evaluation Models
Teacher Evaluation Ratings
Teacher Evaluation Reform
Teacher Evaluation Systems
teacher performance assessment
Teachers
Thomas Good
Van Der Lans

Product details

  • ISBN 9781138640887
  • Weight: 408g
  • Dimensions: 152 x 229mm
  • Publication Date: 02 Apr 2019
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Enhancing Teacher Education, Development, and Evaluation examines the complex role that recent educational reforms have played in the teaching profession. The failure of programs like Race to the Top to benefit teaching and learning outcomes has yielded many questions about what went wrong and how a research-based plan for true systemic progress could actually work. Covering inaccurate narratives about schools and student achievement, evidence for teacher effectiveness, and the history and repercussions of Race to the Top, this book culminates with a proposal for future research and policy initiatives that more accurately and more equitably prioritize the measurement and improvement of teaching and learning. Five concise yet comprehensive chapters invite teacher and principal educators, teachers and school leaders in training, district administrators, policymakers, and other stakeholders to better understand the implications of and possible paths beyond misguided reform efforts. An overview of the recent past and an inspiration for the immediate future, this definitive analysis offers insights into how more reasonable, empirically derived strategies will ultimately foster more successful schools.

Alyson L. Lavigne is Assistant Professor of Instructional Leadership at Utah State University, USA. Thomas L. Good is Professor Emeritus (and former Chair) of the Department of Educational Psychology at the University of Arizona, USA.

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