Many policymakers have been promoting reforms that attempt to hold teachers accountable for producing gains in student achievement. But test-based accountability alone cannot solve our most challenging educational problems.
The authors of a new volume on the topic, Assessing Teacher Quality: Understanding Teacher Effects on Instruction and Achievement, include several researchers affiliated with the Michigan State University College of Education. To understand teacher effects, they argue, we also need a close examination of instructional processes and school context, among other things.
“This book examines what we know about school-level accountability in order to inform new policies designed to promote teacher quality and effectiveness” said the book’s editor Sean Kelly, a visiting assistant professor in the MSU Department of Educational Administration.
Chapter authors or co-authors include College of Education professors Spyros Konstantopoulos, Peter Youngs and Kenneth Frank, as well as doctoral graduates Ben Pogodzinski (’09), Min Sun (’11) and Chong Min Kim (’11).
An interdisciplinary collection featuring new quantitative as well as qualitative research, education icon Diane Ravitch calls Assessing Teacher Quality “a valuable corrective to the current frenzied enthusiasm among policymakers for untested methods of teacher accountability.”
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