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By Donovan Peterson, Jeffrey Kromrey, David C. Smith (auth.), Richard L. Schwab (eds.)

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Extra resources for Research-Based Teacher Evaluation: A Special Issue of the Journal of Personnel Evaluation in Education

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At this point in time, like it or not, the accountability folks prevail locally, statewide, and nationally, and "pupil gain" is their rallying cry. Said another way, the name of the game in the 1980s and into the '90s is improve pupil test scores in basic skills and in general education. S. Department of HEW, 1966) Equality of Educational Opportunity that teaching does not make a difference-that pupil learning isn't very much affected by what goes on in schools but rather by what children bring to school via socioeconomic status (SES) and family background.

See The Framework for Teaching developed by the Des Moines, Iowa Public Schools for a good example). L. MCGREAL these behaviors are then used as the criteria to be rated on the evaluation instrument. As useful as the reviews of effective teaching can be, at best they can only reflect a framework or a set of guidelines to help generate some common terminology or to help encourage more teaching talk (Brophy, 1988). There is growing alarm among the teaching researchers that our knowledge about teaching is being abused by the way it is being forced into becoming generic teaching models (Berliner, 1988; Brophy; 1988; Shulman, 1988).

Review of Educational Research, 53, 258-328. , & Gerlach, M. (1981). Performance appraisal on the line. New York: John Wiley. Gage, N. L. (1985). Hard gains in the soft sciences: The case of pedagogy. Bloomington, IN: Phi Delta Kappa. D. (1987). Good or effective schools: What do we want? Phi Delta Kappa, 68(8), 622-624. L. (1979). Teacher effectiveness in the elementary school. Journal of Teacher Education, 30(2), 52-64. Levine, E. (1983). Everything you always wanted to know about job anaylsis.

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