Teacher Evaluation
The Limits of Looking
Bibliographic Data
| ID | 9733905 |
|---|---|
| Authors | Susan S Stodolsky (University of Chicago, corresponding author) |
| Year | 1984 |
| Volume | 13 |
| Issue | 9 |
| Pages | 11 |
| Publication date | 1984-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.2307/1174874 |
| OpenAlex | W4242844502 |
| Language | EN |
| Citations received | 24 |
| References cited | 14 |
Evaluation of teachers rests on the assumption that the character-istics of "good " or effective teach-ers are known and recognizable. Ef-fective teaching has been conceived as generally present or absent in a particular individual. In order for a teacher evaluation procedure to be credible and fair, stability and con-sistency of teacher behavior is assumed. Observations of teachers in their classrooms are often an important part of teacher evaluation systems and procedures. In this paper, I will present both conceptual and empir-ical arguments to challenge the va-lidity of most teacher evaluation procedures that use observations of teachers. It will be argued that ef-fective teaching is not characterized by one set of behaviors that are con-text-free. Rather, teaching must be seen as context-bound. The stabili-ty and consistency of teachers ' be-havior in elementary schools will also be examined because if obser-vations of teachers are used for evaluative purposes, the degree to which teachers are consistent across teaching situations and occa-sions must be known. I will proceed by reviewing cur-rent practices in teacher evaluation with a particular focus on the use of observation. In order to address the
Argument (complex analysis · Consistency (knowledge bases · Educational research · Empirical research · Epistemology · Mathematics education · Pedagogy · Research methodology · Sociology · Subject (documents · Computer Science · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Medicine · Psychology · Teacher Education and Leadership Studies
Ways of Evaluating Teacher Cognition
Situated Motivation and Action
Pakistani Learners’ Perceptions of Portfolio Assessment as a Motivational Factor in Learning English as a Foreign Language
Measures and features of teacher effectiveness evaluation
Transformational classroom leadership
Evaluation of Teachers
Developing a research agenda for early childhood education
The construction of lessons in effective and less effective classrooms
Authentic assessment of teaching in context
Stability and flexibility in teaching
The Activity Structure of Lesson Segments
Evaluation that Accommodates Minority Teacher Contributions
The Perception of Pacing in a Music Appreciation Class and Its Relationship to Teacher Effectiveness and Teacher Intensity
The Heuristic Value of Regarding Classroom Instruction as an Aesthetic Medium
A Question of Merit
Capturing Teachers' Knowledge
How Teacher Evaluation Methods Matter for Accountability
The Enhancement Function of Staff Development
Teacher Evaluation With Multiple and Variable Lines of Evidence
A Comparison of Activity Structures During Basic Skills and Problem-Solving Instruction in Seventh-Grade Mathematics
Studying the Professional Development ofTeachers
Assessment of preservice teachers and the use of portfolios
The decline of teacher autonomy
The scientific basis of the art of teaching
Task Engagement and the Consistency of Pedagogical Controls
The Social Context of Instruction
The Scientific Basis of the Art of Teaching
American Educational Research Journal, 1964-1968
Classroom Observation Schemes
The Reliability of Observational Measures
Big School, Small School
The Handbook of Research on Teaching
Recent Research on Teaching Behaviors and Student Achievement
| Unique citing works | 23 |
|---|---|
| Citations per year | 0,59 |
| Citation span | 1985 - 2026 (42) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 24 |