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Evaluating What Good Teachers Do : Eight Research-Based Standards for Assesing Teacher Excellence.
This book is based on author James H. Stronge's 20-plus years of consulting with school districts and other educational organizations in designing, piloting, and training educators in the use of teacher-performance evaluation systems. Its primary purpose is to help both teachers and their evalu...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Hoboken :
Taylor and Francis,
2013.
|
| Acceso en línea: | Texto completo |
MARC
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| 001 | EBOOKCENTRAL_ocn855505373 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
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| 008 | 130810s2013 xx o 000 0 eng d | ||
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| 020 | |a 9781317924593 | ||
| 020 | |a 1317924592 | ||
| 029 | 1 | |a AU@ |b 000055911777 | |
| 029 | 1 | |a DEBSZ |b 397616163 | |
| 035 | |a (OCoLC)855505373 | ||
| 050 | 4 | |a LB1025.3 .S7887 2013 | |
| 082 | 0 | 4 | |a 371.144 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Stronge, James. | |
| 245 | 1 | 0 | |a Evaluating What Good Teachers Do : |b Eight Research-Based Standards for Assesing Teacher Excellence. |
| 260 | |a Hoboken : |b Taylor and Francis, |c 2013. | ||
| 300 | |a 1 online resource (157 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 505 | 0 | |a Cover; Title Page; Copyright Page; Acknowledgments; About the Author; Table of Contents; Preface; Part I Performance Standards for Teachers; 1 How to Assess Teacher Quality; What Are Teacher Performance Standards and How Are They Used?; Importance of Defining the Job of the Teacher; Overview of Performance Standards; Suggested Teacher Performance Standards; Alignment of Teacher Performance Standards with Qualities of Effective Teachers; What Are Quality Indicators and How Are They Used?; Overview of Quality Indicators; How Quality Indicators Are Used. | |
| 505 | 8 | |a How Can Teacher Performance Standards Be Documented?Documenting Teacher Performance Standards; Observation; Formal Observations; Informal Observations; Walkthrough Observations; Portfolios/Data Logs; Using Multiple Data Sources; How Can Teacher Performance Standards Be Rated?; Rating Scales; Performance Appraisal Rubric; Why Are Performance Standards Important for Ensuring Teacher Quality?; Notes; 2 Professional Knowledge; What Does Professional Knowledge Mean?; What Does the Research Say About Professional Knowledge of the Teacher? | |
| 505 | 8 | |a What Are Research-Based Quality Indicators for Professional Knowledge?How Can Professional Knowledge Be Documented?; What Are Rating Scale Options for Professional Knowledge?; Notes; 3 Data-Driven Planning; What Does Data-Driven Planning Mean?; Data-Driven Aspects of Planning; Applying Planning Processes to Teaching; Definitions of Data-Driven Planning; What Does the Research Say About Data-Driven Planning?; The Process of Planning; What Should Be Taught?; How Should It Be Taught?; How Should Instruction and Student Learning Be Assessed?; Pacing Guides as a Planning Tool. | |
| 505 | 8 | |a What Are Research-Based Quality Indicators for Data-Driven Planning?How Can Data-Driven Planning Be Documented?; What Are Rating Scale Options for Data-Driven Planning?; Notes; 4 Instructional Delivery; What Does Instructional Delivery Mean?; What Does the Research Say About Instructional Delivery?; What Are Research-Based Quality Indicators for Instructional Delivery?; How Can Instructional Delivery Be Documented?; What Are Rating Scale Options for Instructional Delivery?; Notes; 5 Assessment for Learning; What Does Assessment for Learning Mean? | |
| 505 | 8 | |a What Does the Research Say About Assessment for Learning?What Are Research-Based Quality Indicators for Assessment for Learning?; How Can Assessment for Learning Be Documented?; What Are Rating Scale Options for Assessment for Learning?; Notes; 6 Learning Environment; What Does Learning Environment Mean?; What Does the Research Say about Learning Environment?; Classroom Management and Structure; Positive Classroom Climate; Classroom Talk; What Are Research-Based Quality Indicators for Learning Environment?; How Can Learning Environment Be Documented? | |
| 500 | |a What Are Rating Scale Options for Learning Environment? | ||
| 520 | |a This book is based on author James H. Stronge's 20-plus years of consulting with school districts and other educational organizations in designing, piloting, and training educators in the use of teacher-performance evaluation systems. Its primary purpose is to help both teachers and their evaluators collect more comprehensive and accurate assessment data for judging teacher effectiveness. The author provides field-tested teacher-evaluation systems based on performance standards which include data collection tools and performance appraisal rubrics. | ||
| 588 | 0 | |a Print version record. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 776 | 0 | 8 | |i Print version: |a Stronge, James. |t Evaluating What Good Teachers Do : Eight Research-Based Standards for Assesing Teacher Excellence. |d Hoboken : Taylor and Francis, ©2013 |z 9781596671577 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1337530 |z Texto completo |
| 938 | |a 123Library |b 123L |n 106889 | ||
| 938 | |a EBL - Ebook Library |b EBLB |n EBL1337530 | ||
| 994 | |a 92 |b IZTAP | ||