Ferretti / Hiebert Teachers, Teaching, and Reform

Perspectives on Efforts to Improve Educational Outcomes
Erscheinungsjahr 2017
ISBN: 978-1-351-73744-9
Verlag: Taylor & Francis
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 182 Seiten

Comprised of contributions from distinguished education scholars, Teachers, Teaching, and Reform takes a critical look at evidence about systemic efforts to identify excellent teachers and promote excellent teaching practices. Organized to include diverse and often contrasting perspectives on the topic, this book provides insight into some of the most vexing historical issues affecting the policies that shape current reform initiatives focused on teachers, teaching, and educational outcomes. Educational scholars, policy makers, instructors, and graduate students will come away with a keen understanding of different perspectives about the assessment of teachers, teaching, and teacher education programs, as well as strategies for improving educational outcomes for students.

Autoren/Hrsg.

Ferretti, Ralph P.

Hiebert, James

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

- Introduction (Ferretti and Hiebert)

- It’s a Moral Imperative: Skillful Teaching Can’t Be Left to Chance (Deborah Loewenberg Ball, University of Michigan)

- What Do Measures of Teaching Quality Tell Us? (Drew H. Gitomer, Rutgers University)

- Evaluating Teachers and Teacher Preparation Programs: Issues of Method and Purpose (Robert Floden Michigan State University)

- Does VAM +MET=Improved Teaching? Thoughts on Using Data to Improve Teaching (James Stigler, University of California, Los Angeles)

- Improving Impacts of Classroom Experiences: Professional Development and Observation of Teacher-student Interactions (Robert C. Pianta, University of Virginia)

- Using Data to Inform Decision Making around Teacher Preparation (George Noell & Kristin Gansle, Louisiana State University)

- (How) Can Teacher Preparation Matter? Lessons Learned From Over a Decade of Work (Dawn Berk, University of Delaware)

- Reform vs. Development of Teaching Practice (Mary M. Kennedy, Michigan State University)

- Conclusion (Ferretti and Hiebert)

Über Autor(innen)

Ralph P. Ferretti is the past Professor of Education and Psychological & Brain Sciences and Director of the School of Education at the University of Delaware, USA.

James Hiebert is Robert J. Barkley Professor of Education at the University of Delaware, USA, where he teaches in programs of mathematics teacher preparation and graduate studies.