Impacts of Teacher Evaluation and Professional Development on Student Outcomes
A volume in the series: Levers of Change. Editor(s): Edward Crowe, The Bench Group. Rena F. Subotnik, American Psychological Association.
This particular case study is designed to explore the extent to which a teacher evaluation system is effective. It also addresses the challenge of measuring student achievement gains when the students in question are already at the high end of the scale, a different yet important—problem in an era when many concentrate on “low-hanging fruit” or students “on the bubble” between failure and marginal performance. By presenting a realworld case, various research methods for studying issues raised by the case, and the interchange among scholars engaged in this effort, this volume will allow educational policymakers and practitioners to decide if a proposed approach is compelling and relevant for their settings. Concurrently, a comparison of various research methods addressing a real school-based problem provides an important learning tool for the research community, and for those who study and make policy.We also believe that the case study and the research designs will be useful for those with responsibility for framing and funding a research agenda in education that utilizes strong research designs applied to topics that matter to student outcomes at all levels of the U.S. education system and at all levels of pupil performance. And finally, we hope that doctoral programs that seek to prepare the next generation of education researchers will find our approach helpful in their work.
Preface, Rena F. Subotnik and Edward Crowe. The Case, Max McGee and Christopher Kolar. Illinois Mathematics and Science Academy CADRE Teacher Evaluation Process, Anthony Milanowski. Evaluating Instructional Practice at the Illinois Mathematics and Science Academy, Jenny Nagaoka. Teacher-Based “Value-Added” to the Educational Experiences of Illinois Mathematics and Science Academy Students, Robert H. Tai, Xitao Fan, and John T. Almarode. Dialogue with Research Team and Case Developers, Edward Crowe, Rena F. Subotnik, Glenn “Max” McGee, Christopher Kolar, Anthony Milanowski, Jenny Nagaoka, and Robert H. Tai. Reaction, Reflections and Ramifications, Glenn “Max” McGee and Chris Kolar. Conclusions and Implications, Edward Crowe and Rena F. Subotnik. A IMSA Collegiate Learning Assessment Institutional Score Report, 2004. B Report on IMSA’s CADRE Process. C Sample Student Course Survey. D Continuing Accountability Contract: Self-Reflection—2007. E Sample Faculty Second Contract. F IMSA Engagement Survey. G Measures of Student Learning and Development at IMSA. H Key Points for Discussion: Case Study Findings for First Year of Implementation of IMSA’s Generative Assessment System. I IMSA Faculty Data Collection. J The IMSA Student Data Model.
Web price: $39.09 (Reg. 45.99)
Web price: $73.09 (Reg. 85.99)
- EDU011000 - EDUCATION: Evaluation & Assessment
- EDU009000 - EDUCATION: Educational Psychology
- EDU034000 - EDUCATION: EDUCATIONAL POLICY & REFORM: General
- Identity and Lifelong Learning Becoming Through Lived Experience
- Look, Listen, Learn, LEAD A District-Wide Systems Approach to Teaching and Learning in PreK-12
- Maximizing the Policy-Relevance of Research for School Improvement
- Measure, Use, Improve! Data Use in Out-of-School Time
- Paths to the Future of Higher Education
- Teaching Motivation for Student Engagement
- Teaching on Assessment