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REFERENCES

Chapter 2. Multiple measures of teacher effectiveness

 

Ball, D.L., & Bass, H. (2000).  Interweaving content and

pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on the teaching and learning of mathematics (pp. 83–104). Westport, CN: JAI/Ablex.

Beaton, J., Cushing-Leubner, J., Kim, S.J., Sato, M.,

Schornack, M.L., & Tobin, J. (2016, April).  Power and potential in a dialogic framework for the formative assessment of dispositions for teaching.  Paper presented at the American Educational Research Association (AERA) Annual Meeting. Washington, D.C.  Retrieved from: https://sites.google.com/a/umn.edu/umn-dispositions-assessment-framework/scholarly-works/beaton

Bennett, C.I., McWhorter, L.M., & Kuykendall, J.A. (2006).

Will I ever teach?  Latino and African American students’ perceptions on PRAXIS I.  American Educational Research Journal, 43, 531–575. doi:https://doi.org/10.3102%2F00028312043003531

Darling-Hammond, L. (2013).  Getting teacher evaluation

right. New York, NY: Teachers College Press.

Flippo, R.F. (2003).  Canceling diversity: High-stakes teacher

testing and the real crisis.  Multicultural Perspectives, 5(4), 42–45. doi:https://doi.org/10.1207/S15327892MCP0504_10

Gess-Newsome, J., & Lederman, N.G. (1999).  Examining

pedagogical content knowledge: The construct and its implications for science education.  In J. Gess-Newsome & N.G. Lederman (Eds.), Contemporary trends and issues in science education. Rotterdam, Netherlands: Springer Netherlands.

Gitomer, D.H., & Zisk, R.C. (2015).  Knowing what teachers

know.  Review of Research in Education, 39, 1-53. doi:https://doi.org/10.3102/0091732X14557001

Goldhaber, D., Cowan, J. & Theobald, R.  (2017).  Evaluating

prospective teachers: Testing the predictive validity of the edTPA.  Journal of Teacher Education, 68(4), 377–393. doi:https://doi.org/10.1177%2F0022487117702582

Goldhaber, D., & Hansen, M. (2010).  Race, gender, and

teacher testing: How informative a tool is teacher licensure testing?  American Educational Research Journal, 47(1), 218-251. doi:https://doi.org/10.3102/0002831209348970

Hill, H.C., Rowan, B., & Ball, D.L. (2005).  Effects of teachers'

mathematical knowledge for teaching on student achievement.  American Educational Research Journal, 42(2), 371-406. doi: https://doi.org/10.3102/00028312042002371

Kane, T., & Cantrell, S. (2010).  Learning about teaching:

Initial findings from the measures of effective teaching project.  Measures of Effective Teaching (MET) Project Research Paper.  Seattle, WA: Bill & Melinda Gates Foundation.  Retrieved from https://docs.gatesfoundation.org/Documents/preliminary-findings-research-paper.pdf

MET Project. (2012).  Asking students about teaching:

Student perception surveys and their implementation. Measures of Effective Teaching (MET) Project.  Seattle, WA: Bill & Melinda Gates Foundation.  Retrieved from http://www.metproject.org/downloads/Asking_Students_Practitioner_Brief_PDF

Murrell, P.C., Diez, M., Feiman-Nemser, S., & Schussler, D.I.

(Eds.).  (2010).  Teaching as a moral practice.  Cambridge, MA: Harvard Education Press.

National Research Council. (2001).  Testing teacher

candidates: The role of licensure tests in improving teacher quality.  Committee on Assessment and Teacher Quality Assessment, K.J. Mitchell, D.Z. Robinson, B.S. Plake, & K.T. Knowles (Eds.).  Board on Testing and Assessment, Center for Education, Division of Behavioral and Social Sciences and Education.  Washington, DC: National Academy Press. Retrieved from https://www.nap.edu/read/10090/chapter/1

Shulman, L.S. (1986).  Those who understand: Knowledge

growth in teaching.  Educational Researcher, 15(2), 4-14. Retrieved from http://www.fisica.uniud.it/URDF/masterDidSciUD/materiali/pdf/Shulman_1986.pdf

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