Including Students With Disabilities and English Learners in Measures of Educator Effectiveness
Bibliographic Data
| ID | 9730651 |
|---|---|
| Authors | Nathan D Jones (0000-0002-5264-206X, Educational Testing Service, Princeton, NJ), Nathan Jones (0000-0003-1159-1558, Educational Testing Service, corresponding author), Heather M Buzick (0000-0001-7802-5484, Educational Testing Service, Princeton, NJ), Sultan Turkan (0000-0002-9841-8688, Educational Testing Service, Princeton, NJ) |
| Year | 2013 |
| Volume | 42 |
| Issue | 4 |
| Pages | 234-241 |
| Publication date | 2013-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x12468211 |
| OpenAlex | W2097813188 |
| Language | EN |
| Citations received | 13 |
| References cited | 21 |
The purpose of this essay is to provide an overview of the challenges of accounting for students with disabilities (SWDs) and English learners (ELs) in the evaluation of mainstream teachers. We focus on the two prominent indicators of teaching quality—classroom observations and value-added scores. We begin by describing each indicator and outlining the specific challenges related to the inclusion of SWDs and ELs in mainstream teacher evaluation. We then suggest recommendations for states and districts to ensure that teacher evaluation systems adequately and fairly account for these students. Finally, we provide researchers with a set of recommendations for improving the evidence base surrounding the validity of teacher evaluation measures with regard to SWDs and ELs
Inclusion (mineral · Mainstream · Mainstreaming · Mathematics education · Medical education · Pedagogy · Political science · Quality (philosophy · Set (abstract data type · Special education · Teacher Quality · Value (mathematics · Computer Science · Engineering · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Evaluating the validity evidence surrounding use of value-added models to evaluate teachers
Are Student Absences Worth the Worry in U.S. Primary Schools?
Policies and practices of promise in teacher evaluation
How middle school special and general educators make sense of and respond to changes in teacher evaluation policy
Leaders’ Negotiation of Teacher Evaluation Policy in Immigrant-Serving Schools
Danielson’s Framework for Teaching
From academic language to academic communication
Policies That Define Instruction
Who teaches English learners? A study of the quality, experience, and credentials of teachers of English learners in a new immigrant destination
Respecting complexity in measures of teaching
The Summer Learning of Exceptional Students
Associations between school absence and academic achievement
Complexities and Issues to Consider in the Evaluation of Content Teachers of English Language Learners
The Language of Schooling
The Critical Role of Vocabulary Development for English Language Learners
The Long-Term Impacts of Teachers
Models for Value-Added Modeling of Teacher Effects
An Argument Approach to Observation Protocol Validity
Assessment Accommodations for English Language Learners
Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction
Teacher Quality in Educational Production
Inferring Program Effects for Special Populations
A Study of Teacher Efficacy of Special Education Teachers of English Language Learners With Disabilities
When Rater Reliability Is Not Enough
| Unique citing works | 13 |
|---|---|
| Citations per year | 1,08 |
| Citation span | 2014 - 2023 (10) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 12 |