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Tables of Contents for Assessing Teacher Effectiveness
Chapter/Section Title
Page #
Page Count
Preface
ix
Acknowledgements
xi
PART I The background to teacher effectiveness research
1
58
1 Differentiated teacher effectiveness: framing the concept
3
9
The background to educational effectiveness research
4
2
The search for evidence of educational effectiveness
6
2
Models of teacher effectiveness
8
1
Methodologies for identifying differentiated effectiveness
9
1
Towards a model of differentiated teacher effectiveness: five possible dimensions of difference
9
1
The nature and structure of the book
10
2
2 The range of teachers' work
12
12
Investigations into the work of teachers: a typology
12
2
Profiles of teaching as work
14
2
Categories of work activity
16
6
Towards a model including a range of teacher role activities
22
2
3 Historical models of teacher effectiveness
24
17
Historical context
26
1
Professional pedagogical debate at the turn of the twentieth century
26
3
In search of general principles
29
10
Historical and current resonance
39
2
4 Review of current research in teacher effectiveness
41
18
Presage-product studies
41
2
Teaching styles
43
2
Process-product studies
45
5
Knowledge, beliefs, constructivism
50
9
PART II Towards a differentiated model
59
52
5 A critique of teacher effectiveness research
61
13
Conceptual issues
61
6
Methodological issues
67
4
Strengths and limitations of recent developments in quantitative research methods
71
3
6 Developing a model of differentiated teacher effectiveness
74
10
Consistency and stability of teacher effects on students' achievement
74
7
The capacity of a teacher to be effective across the range of work activity: a criterion consistency measure
81
3
7 Evidence in support of differentiated teacher effectiveness
84
15
Teachers' differentiated effectiveness in different subjects and curriculum areas
84
3
Teachers' differentiated effectiveness in promoting the progress of different groups of pupils according to pupil SES
87
2
Teachers' differentiated effectiveness in promoting the progress of different groups of pupils according to their personal characteristics
89
3
Teachers' differentiated effectiveness in terms of the range of role activities in their work
92
5
Teachers' effectiveness according to the various contexts in which they work
97
1
Conclusion
98
1
8 Building theory and methodology
99
12
Three models of educational effectiveness
99
6
Operational questions in the modelling of teacher effects: a critique of the conceptual models of educational effectiveness
105
1
Benefits from testing the conceptual models through research into differentiated effectiveness
106
5
PART III Values and policy implications
111
36
9 Effective teaching and values
113
12
The moral framework of teaching
113
4
Values and effective teaching
117
1
Values and differentiated teacher effectiveness
118
4
Values outside the classroom
122
1
Incorporating values into a model of differentiated teacher effectiveness
123
2
10 Differentiated teacher effectiveness and teacher appraisal
125
11
Models of appraisal
125
1
Problems with current appraisal practices
126
2
Appraisal for school improvement
128
2
Towards a differentiated appraisal model
130
2
Collecting data on performance
132
3
Conclusion
135
1
11 Educational policy implications
136
11
The problematic relationship between educational research evidence and education policy
136
1
Education policy
137
8
Conclusion
145
2
PART IV Differentiated teacher effectiveness research: the model in practice
147
49
12 A study of aspects of differentiated effectiveness
149
47
Research aims
150
1
Methods
150
14
Results
164
29
Implications for research development
193
3
Bibliography
196
24
Index
220