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Generating criteria for measuring teacher effectiveness through a self-evaluation approach: A complementary way of measuring teacher effectiveness
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UNSPECIFIED. (2002) Generating criteria for measuring teacher effectiveness through a self-evaluation approach: A complementary way of measuring teacher effectiveness. SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT, 13 (3). pp. 291-325. ISSN 0924-3453
Full text not available from this repository.Abstract
The article argues that the traditional conception of teacher effectiveness, focused on the teaching performance of individual teachers in relation to student cognitive outcomes, has limitations primarily because it does not recognise broader roles and responsibilities. A case study of a primary school staff attempting to generate criteria for effectiveness was conducted in order to develop a complementary approach. The criteria generated cover most of the characteristics of the effective teacher in the literature. Also the criteria generated in the case study school correlated strongly with those of a nationally representative sample. Implications for teacher effectiveness research are drawn.
| Item Type: | Journal Article |
|---|---|
| Subjects: | L Education |
| Journal or Publication Title: | SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT |
| Publisher: | SWETS ZEITLINGER PUBLISHERS |
| ISSN: | 0924-3453 |
| Date: | 2002 |
| Volume: | 13 |
| Number: | 3 |
| Number of Pages: | 35 |
| Page Range: | pp. 291-325 |
| Publication Status: | Published |
| URI: | http://wrap.warwick.ac.uk/id/eprint/10732 |
Data sourced from Thomson Reuters' Web of Knowledge
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