This essential book for all literacy educators illuminates the intersection of research on literacy instruction and teacher evaluation and offers a range of perspectives on tools, systems, and policies for the evaluation of teaching.
This essential book for all literacy educators illuminates the intersection of research on literacy instruction and teacher evaluation and offers a range of perspectives on tools, systems, and policies for the evaluation of teaching.
Rachael E. Gabriel is Assistant Professor of Reading Education, Neag School of Education, University of Connecticut, USA. Richard L. Allington is Professor of Education, Literacy Studies Program, University of Tennessee, USA.
Inhaltsangabe
Preface 1. Introduction Rachael E. Gabriel and Richard L. Allington Section I: Crafting Systems and Policies for Evaluating Literacy Instruction 2. Evaluating the Structure and Content of Observation Instruments Rachael E. Gabriel and Sarah Woulfin 3. How the Tests Used in Evaluating Reading Misrepresent Student Development and Teacher Effectiveness Peter Afflerbach 4. Considerations for Evaluating Instruction for English Language Learners Sultan Turkan 5. The Practice and Evaluation of Culturally Responsive Literacy for English Language Learners in the 21st Century Alyson Lavigne and Tammy Oberg De La Gaza 6. The Development of a Classroom Observation System for First-Grade Writing Instruction David Coker, Elizabeth Farley-Ripple, Huijing Wen, and Allison Jackson Section II. Examples of Alternative Systems/Approaches for Evaluating Literacy Instruction 7. Using the School Change Observation Scheme to Support Effective Literacy Instruction Debra S. Peterson 8. Assessing Literacy Teaching: Using the Text Environment as a Window into the Examination of Literacy Practices Misty Sailors and James Hoffman 9. The Use of Formative Assessment to Improve Instruction of English Learners and Evaluation of Teachers Francesca López, Patrick Proctor, and Martin Scanlon 10. What Does Effective Teaching Really Look Like? The Observations of Effective Teaching in Reading (OET-Reading) Systems Carol Connor, Sarah Ingebrand, and Nicole Sparapani 11. When Leadership Skills Are Not Enough: The Role of Principals in High-Stakes Observations Steven T. McAbee Contributors Index
Preface 1. Introduction Rachael E. Gabriel and Richard L. Allington Section I: Crafting Systems and Policies for Evaluating Literacy Instruction 2. Evaluating the Structure and Content of Observation Instruments Rachael E. Gabriel and Sarah Woulfin 3. How the Tests Used in Evaluating Reading Misrepresent Student Development and Teacher Effectiveness Peter Afflerbach 4. Considerations for Evaluating Instruction for English Language Learners Sultan Turkan 5. The Practice and Evaluation of Culturally Responsive Literacy for English Language Learners in the 21st Century Alyson Lavigne and Tammy Oberg De La Gaza 6. The Development of a Classroom Observation System for First-Grade Writing Instruction David Coker, Elizabeth Farley-Ripple, Huijing Wen, and Allison Jackson Section II. Examples of Alternative Systems/Approaches for Evaluating Literacy Instruction 7. Using the School Change Observation Scheme to Support Effective Literacy Instruction Debra S. Peterson 8. Assessing Literacy Teaching: Using the Text Environment as a Window into the Examination of Literacy Practices Misty Sailors and James Hoffman 9. The Use of Formative Assessment to Improve Instruction of English Learners and Evaluation of Teachers Francesca López, Patrick Proctor, and Martin Scanlon 10. What Does Effective Teaching Really Look Like? The Observations of Effective Teaching in Reading (OET-Reading) Systems Carol Connor, Sarah Ingebrand, and Nicole Sparapani 11. When Leadership Skills Are Not Enough: The Role of Principals in High-Stakes Observations Steven T. McAbee Contributors Index
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