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ERIC Number: ED411215
Record Type: RIE
Publication Date: 1997
Pages: 329
Abstractor: N/A
ISBN: ISBN-0-8039-6356-4
Evaluating Teaching: A Guide to Current Thinking and Best Practice.
Stronge, James, Ed.
This guide presents current research and thinking about teacher evaluation and combines that research with practice. Chapters contain illustrations and examples to make a research-practice connection and present a comprehensive approach to designing, implementing, and monitoring quality teacher-evaluation systems. Chapters include: (1) "Improving Schools through Teacher Education" (James H. Stronge); (2) "Building the Foundation: Teacher Roles and Responsibilities" (Patricia H. Wheeler and Michael Scriven); (3) "Legal Considerations in Designing Teacher Evaluation Systems" (Pamela D. Tucker and Kay P. Kindred); (4) "Applying the Personnel Evaluation Standards to Teacher Evaluation" (James R. Sanders); (5) "Classroom-Based Assessments of Teaching and Learning" (Chad D. Ellett); (6) "Client Surveys in Teacher Evaluation" (James H. Stronge and Laura P. Ostrander); (7) "Indicators of Student Learning in Teacher Evaluation" (Andrew A. McConney, Mark D. Schalock, and H. Del Schalock); (8) "Portfolios in Teacher Evaluation" (Kenneth Wolf, Gary Lichtenstein, and Cynthia Stevenson); (9) "Teacher Self-Evaluation" (Peter W. Airasian and Arlen Gullickson); (10) "Conducting a Successful Evaluation Conference" (Virginia M. Helm); (11) "Dealing Positively with the Nonproductive Teacher" (Mary Jo McGrath); and (12) "Linking Teacher Evaluation and Professional Development" (Joyce Annunziata). Chapters contain references. (JLS)
Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320; e-mail: order[at sign]; fax: 805-499-0871 (softcover: ISBN-0-8039-6356-4, $32.95; hardcover: ISBN-0-8039-6355-6, $69.95).
Publication Type: Books; Collected Works - General; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
IES Cited: ED499235