|aAssessing teacher quality :|bunderstanding teacher effects on instruction and achievement /|cedited by Sean Kelly.
|aNew York :|bTeachers College Press|cc2012.
|aviii, 232 p. :|bforms ;|c23 cm.
|aIncludes bibliographical references and index.
|aUnderstanding teacher effects: market versus process models of educational improvement / Sean Kelly -- Teacher effects: past, present, and future / Spyros Konstantopoulos -- Measuring teaching quality using student achievement tests: lessons from educators' responses to No Child Left Behind / Laura S. Hamilton -- Beyond high-stakes tests: teacher effects on other educational outcomes / Jennifer L. Jennings, Sean P. Corcoran -- Power, accountability, and the teacher quality problem / Richard M. Ingersoll -- In search of equity: teacher tracking in math / Colette Cann -- Teacher education and accountability: adapting to prospective work environments in public schools / Judson G. Everitt -- The role of mentors and colleagues in beginning teachers' language arts instruction / Peter Youngs, Kenneth A. Frank, Ben Pogodzinski -- Teachers' social capital and the implementation of schoolwide reforms / William R. Penuel ... [et al.] -- Improving teacher quality: incentives are not enough / Adam Gamoran.
|aRecent educational reforms have promoted accountability systems that attempt to identify teacher effects on student outcomes and hold teachers accountable for producing learning gains. But in the complex world of classrooms, it may be difficult to attribute "success" or "failure" to teachers. In this timely collection, leading education scholars challenge market-based models of school improvement and argue that merely holding teachers accountable for scores on end-of-year exams will not lead to educational improvement. The authors show why, in addition to test performance, a close examination of instructional processes and school context are needed in order to truly understand teacher effects and improve learning in our nation's classrooms.
In this timely collection, leading education scholars challenge market-based models of school improvement and argue that merely holding teachers accountable for scores on end-of-the-year exams will not lead to educational improvement.