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Most developed nations measure the performance of teachers in audit
evaluations of school productivity. Accountability metrics such as
"teacher effectiveness" and "teacher quality" dominate evaluations
of student outcomes and shape education policy. The Metrics of
Teacher Effectiveness and Teacher Quality Research explores how
these metrics distort analyses of student achievement, sideline
broader contextual and systemic influences on learning, reinforce
input-output analysis of schooling, and skew the educational
debate. Focusing on recent phases of school education policy
reform, this book utilizes qualitative data from classroom teacher
participants to examine how and why issues of teacher effectiveness
and teacher quality figure so prominently in policy reform and why
pressing matters of social class, school funding, and broader
contextual influences are downplayed. The authors use this
information to suggest how teachers can develop their role as
pedagogic experts in a highly scrutinized environment. This book
will be of great interest to education academics and postgraduate
students specializing in teacher performance, accountability and
governance.
This unique book explores school improvement policy - from its
translation into national contexts and school networks to its
implementation in leader and teacher practices in individual
schools and classrooms within this network of schools and its
impact on students' learning. It draws on multiple conceptual and
theoretical resources to explore the complexities attached to a
school improvement process in a network of schools in Australia.
These conceptual and theoretical resources include discourse,
practice, representation and network, concepts common to both
policy research as well as studies of leadership and classroom
practice. They lead to a more detailed understanding of the
intersections between educational policy and intervention
processes, and the complex reality of school processes and teaching
practices. In the book we trace the implementation of school
improvement policies through its multiple phases, levels and
contexts. Our data-collection and analysis methods draw on a
variety of perspectives in the way different players perceive their
roles and the nature of the initiative and the ways in which these
intersect. The research findings are used to seek productive
approaches to school improvement that combine policy integrity with
local flexibility. The book contributes to the school improvement
literature through its exploration of tensions between global and
systemic settings and local practices and histories.
This unique book explores school improvement policy - from its
translation into national contexts and school networks to its
implementation in leader and teacher practices in individual
schools and classrooms within this network of schools and its
impact on students' learning. It draws on multiple conceptual and
theoretical resources to explore the complexities attached to a
school improvement process in a network of schools in Australia.
These conceptual and theoretical resources include discourse,
practice, representation and network, concepts common to both
policy research as well as studies of leadership and classroom
practice. They lead to a more detailed understanding of the
intersections between educational policy and intervention
processes, and the complex reality of school processes and teaching
practices. In the book we trace the implementation of school
improvement policies through its multiple phases, levels and
contexts. Our data-collection and analysis methods draw on a
variety of perspectives in the way different players perceive their
roles and the nature of the initiative and the ways in which these
intersect. The research findings are used to seek productive
approaches to school improvement that combine policy integrity with
local flexibility. The book contributes to the school improvement
literature through its exploration of tensions between global and
systemic settings and local practices and histories.
Most developed nations measure the performance of teachers in audit
evaluations of school productivity. Accountability metrics such as
"teacher effectiveness" and "teacher quality" dominate evaluations
of student outcomes and shape education policy. The Metrics of
Teacher Effectiveness and Teacher Quality Research explores how
these metrics distort analyses of student achievement, sideline
broader contextual and systemic influences on learning, reinforce
input-output analysis of schooling, and skew the educational
debate. Focusing on recent phases of school education policy
reform, this book utilizes qualitative data from classroom teacher
participants to examine how and why issues of teacher effectiveness
and teacher quality figure so prominently in policy reform and why
pressing matters of social class, school funding, and broader
contextual influences are downplayed. The authors use this
information to suggest how teachers can develop their role as
pedagogic experts in a highly scrutinized environment. This book
will be of great interest to education academics and postgraduate
students specializing in teacher performance, accountability and
governance.
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