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Assessing Teacher Effectiveness : Developing a Differentiated Model. 教師の効果を評価する
・ISBN 978-0-415-30478-8 hard GB£ 171.99
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・ISBN 978-0-415-30479-5 paper GB£ 64.99
￥20,588.- (税込) ※（※）価格はご注文時の参考価格となります。
納品価格につきましては書籍の入荷時点で確定となります。
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電子版あり 大学・学術機関向け電子ブック（eBook）ISBN 978-0-203-40370-9
| 著者・編者 | Campbell, Jim / Muijs, D. / Robinson, W. et al., |
|---|---|
| 出版社 | (RoutledgeFalmer, UK) |
| 出版年月 | 2004 |
| ページ数 | 244 pp. |
| 言語 | ENG |
| ニュース番号 | ＜503-1441＞ |
解説
How can we really evaluate teacher effectiveness?
Systems of teacher appraisal and evaluation are being created across the world in order to monitor and assess teacher performance. But do the models used really give a fair evaluation?
Based on international research, the authors argue that teacher effectiveness is too narrowly conceptualised and methods of measuring it are not attuned to the real contexts in which teachers work. They propose a model of differential teacher effectiveness which takes into account that:
* teachers may be more effective with some categories of students than with others
* teachers may be more effective with some teaching contexts than others
* teachers may be more effective with some subjects or components than with others.
Building on and developing previous research on models of teacher effectiveness and current theories, the authors open up possible new debates which will be of interest to academics and researchers working in this area throughout the world.