Comprised of contributions from distinguished education scholars, Teachers, Teaching, and Reform takes a critical look at evidence about systemic efforts to identify excellent teachers and promote excellent teaching practices. Organized to include diverse and often contrasting perspectives on the topic, this book provides insight into some of the most vexing historical issues affecting the policies that shape current reform initiatives focused on teachers, teaching, and educational outcomes. Educational scholars, policy makers, instructors, and graduate students will come away with a keen understanding of different perspectives about the assessment of teachers, teaching, and teacher education programs, as well as strategies for improving educational outcomes for students.
Table of Contents
1 Improving Educational Outcomes: Contrasting Perspectives
Ralph P. Ferretti and James Hiebert
2 Promises and Pitfalls for Teacher Evaluation
Drew H. Gitomer
3 Evaluating Teachers and Teacher Preparation Programs
4 Does VAM + MET = Improved Teaching?
James W. Stigler, James Hiebert, and Karen B. Givvin
5 Teacher-Student Interactions: Measurement, Impacts, Improvement, and Policy
Robert C. Pianta
6 Using Data to Inform Decisions Regarding Teacher Preparation
George H. Noell and Kristin A. Gansle
7 Designing Systems for Continuously Improving Instruction: The Case of Teacher Preparation Mathematics Courses
James Hiebert, Robert M. Wieman, and Dawn Berk
8 How to Reform Reform
Mary M. Kennedy
Conclusion: Improving Educational Outcomes: Reflections and Prospections
Ralph P. Ferretti and James Hiebert
Ralph P. Ferretti is a Professor of Education and Psychological & Brain Sciences at the University of Delaware, USA. He is the past Director of the School of Education.
James Hiebert is Robert J. Barkley Professor of Education at the University of Delaware, USA, where he teaches in programs of mathematics teacher preparation and graduate studies.
"Buried deep in American culture is a conviction that better education depends on finding better teachers. If you hold this assumption dear, buy this book and be surprised: selecting teachers using evaluation schemes has not succeeded. A better idea might be keeping most teachers and building a support system that helps them learn to teach better. Is changing teachers or improving teaching the best way forward? This important question is explored by the respected, well-qualified authors of this book."
—Ronald Gallimore, Distinguished Professor Emeritus at the University of California, Los Angeles, USA
"This book is about the real work of improving teaching. It is not just another account of some abstract academic ideas or the search for heroic individuals who somehow beat the odds. Rather, it is about how a whole profession might actually get better at its core work: teaching. It opens up for its readers both the rationale and micro-dynamics of continuous improvement—what getting better actually entails."
—Anthony S. Bryk, President of the Carnegie Foundation for the Advancement of Teaching, USA
"Using the contrasting paradigms of scientific management and continuous improvement, the authors of this volume explore the complexities of reforming teaching, teacher education, and professional development. Grounded in specific cases of improvement efforts, each author both honors the complexities of teaching and learning to teach while exploring how specific tools, approaches, and measures alternatively enable or obstruct contemporary efforts to improve teaching. Accessibly written and grounded in a deep understanding of the relevant literatures, every chapter of this much-needed book is worth reading!"
—Suzanne Wilson, Chair of the Department of Curriculum and Instruction at the University of Connecticut, USA