ERIC Number: EJ1154071
Record Type: Journal
Publication Date: 2017-Oct
Abstractor: As Provided
Assessing the Productivity of Schools through Two "What Works" Inputs, "Teacher Quality" and "Teacher Effectiveness"
Educational Research for Policy and Practice, v16 n3 p205-217 Oct 2017
This paper is a critique of the school education productivity evaluation and two research constructs germane to it, "teacher quality" and "teacher effectiveness." The paper will argue that policy inceptions of "teacher quality" and "teacher effectiveness" proxy for the productive capacity of schools and more broadly, school systems. Student achievement scores as determined by high stakes testing are the school education outputs of policy significance in current times while inputs thought to matter are increasingly tapered towards the particular characteristics of classroom teachers, specifically their quality (usually credentials) and effectiveness (teaching behaviours). The paper finds that attributing school system success largely to teachers and their work, especially in terms of their classroom teaching practice(s), distorts the school education policy agenda so that evaluations of school productivity purely serve accountability purposes.
Descriptors: Productivity, Teacher Effectiveness, Best Practices, Accountability, Outcomes of Education, Outcome Measures, Evaluation Criteria, Academic Achievement, School Effectiveness, Input Output Analysis, Educational Practices, Higher Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A