Assessing Teacher Effectiveness

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The authors of this book argue that teacher effectiveness is too narrowly conceptualized and methods of measuring it are not attuned to the real contexts in which teachers work. They propose a model of differential teacher effectiveness which takes into account that* teachers may be more effective with some categories of students than with others* teachers may be more effective with some teaching contexts than others, and* teachers may be more effective with some subjects or components than with others.