MARC Record from marc_columbia

LEADER: 03038cam a2200349 a 4500
001 10472074
005 20191206101041.0
008 110826s2012 nyua b 001 0 eng
010 $a 2011033302
016 7 $a015997596$2Uk
019 $a776802572
020 $a9780807752791 (pbk. : alk. paper)
020 $a0807752797 (pbk. : alk. paper)
020 $a9780807752807 (hardcover : alk. paper)
020 $a0807752800 (hardcover : alk. paper)
035 $a(OCoLC)ocn748812793
035 $a(OCoLC)748812793$z(OCoLC)776802572
035 $a(NNC)10472074
040 $aDLC$beng$cDLC$dYDX$dYDXCP$dBTCTA$dIAD$dBWX$dCDX$dSDB$dUKMGB$dBDX$dMNW$dWSL$dKMS
043 $an-us---
050 00 $aLB2838$b.A777 2012
082 00 $a371.100973$223
245 00 $aAssessing teacher quality :$bunderstanding teacher effects on instruction and achievement /$cedited by Sean Kelly.
260 $aNew York :$bTeachers College Press,$cc2012.
300 $aviii, 232 p. :$bill. ;$c24 cm.
504 $aIncludes bibliographical references and index.
505 00 $tUnderstanding teacher effects : market versus process models of educational improvement /$rSean Kelly --$tTeacher effects : past, present, and future /$rSpyros Konstantopoulos --$tMeasuring teaching quality using student achievement tests : lessons from educators' responses to No Child Left Behind /$rLaura S. Hamilton --$tBeyond high-stakes tests : teacher effects on other educational outcomes /$rJennifer L. Jennings, Sean P. Corcoran --$tPower, accountability, and the teacher quality problem /$rRichard M. Ingersoll --$tIn search of equity : teacher tracking in math /$rColette Cann --$tTeacher education and accountability : adapting to prospective work environments in public schools /$rJudson G. Everitt --$tThe role of mentors and colleagues in beginning teachers' language arts instruction /$rPeter Youngs, Kenneth A. Frank, Ben Pogodzinski --$tTeachers' social capital and the implementation of schoolwide reforms /$rWilliam R. Penuel ... [et al.] --$tImproving teacher quality : incentives are not enough /$rAdam Gamoran.
520 $aRecent educational reforms have promoted accountability systems that attempt to identify teacher effects on student outcomes and hold teachers accountable for producing learning gains. But in the complex world of classrooms, it may be difficult to attribute "success" or "failure" to teachers. In this timely collection, leading education scholars challenge market-based models of school improvement and argue that merely holding teachers accountable for scores on end-of-year exams will not lead to educational improvement. The authors show why, in addition to test performance, a close examination of instructional processes and school context are needed in order to truly understand teacher effects and improve learning in our nation's classrooms.
650 0 $aTeachers$xRating of$zUnited States.
650 0 $aTeacher effectiveness$zUnited States.
700 1 $aKelly, Sean$c(College teacher)$4edt
852 00 $bleh$hLB2838$i.A777 2012