Teacher effectiveness and teacher quality have become the focus of
intense international attention and concern. Around the world,
governments are modifying existing certification requirements or
implementing value-added modeling in order to qualify teachers
without planning for the long-term consequences of these actions.
The book brings together scholars from multi-disciplinary and
international backgrounds to address two critical areas: (1) what
existing cross-national measures of teacher effectiveness and
teacher quality are most promising, and how can these be aligned to
maximize their research potential; and (2) what core constructs of
teacher quality or effectiveness are missing, and how can
cross-national research help identify these. Identifying both what
is used and what is missing in the international and comparative
analysis and reform of teacher quality is key to informing
evidence-based educational policy formation around teacher quality.
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