UB Paderborn / Katalog / Suche / in CDI

1 – 19 von 19

Sortiert nach

The breakfast of champions: Student surveys to sustain and cultivate teachers

Phi Delta Kappan, 2022-05, Vol.103 (8), p.49-53

2022

Volltextzugriff (PDF)

Potential sources of invalidity when using teacher value-added and principal observational estimates: artificial inflation, deflation, and conflation

Educational assessment, evaluation and accountability, 2019-11, Vol.31 (4), p.465-493

2019

Volltextzugriff (PDF)

Methodological Concerns About the Education Value-Added Assessment System (EVAAS): Validity, Reliability, and Bias

SAGE open, 2020-04, Vol.10 (2), p.215824402092222

2020

Volltextzugriff (PDF)

U.S. states' performance on NAEP mathematics and reading exams after the implementation of school letter grade accountability policies

Cogent Education, 2022-12, Vol.9 (1)

2022

Volltextzugriff (PDF)

(Almost) a slam dunk: Assessing the experiences and opinions of participants in a National Basketball Association (NBA)-funded dropout prevention program

Evaluation and program planning, 2017-10, Vol.64, p.7-19

2017

Volltextzugriff (PDF)

The effects of working conditions on teacher retention

Teachers and teaching, theory and practice, 2018-08, Vol.24 (6), p.604-625

2018

Volltextzugriff (PDF)

Using test scores to evaluate and hold school teachers accountable in New Mexico

Educational assessment, evaluation and accountability, 2020-05, Vol.32 (2), p.187-235

2020

Volltextzugriff (PDF)

Student perception surveys for K-12 teacher evaluation in the United States: A survey of surveys

Cogent education, 2019-01, Vol.6 (1)

2019

Volltextzugriff (PDF)

Value-added models: What the experts say

Phi Delta Kappan, 2016-10, Vol.98 (2), p.35-40

2016

Volltextzugriff (PDF)

Becoming a Better Teacher through Online Teacherpreneurship?: Factors Influencing Online Teacherpreneurs' Perceived Gains in Teaching Practice

The Elementary school journal, 2021-09, Vol.122 (1), p.8-25

2021

Volltextzugriff (PDF)

Becoming a Better Teacher through Online Teacherpreneurship?

The Elementary school journal, 2021-09, Vol.122 (1), p.8-25

2021

Volltextzugriff (PDF)

All sizzle and no steak: Value-added model doesn't add value in Houston

Phi Delta Kappan, 2017-10, Vol.99 (2), p.53-59

2017

Volltextzugriff (PDF)

The Land of Disenchantment: Bias in New Mexico Teacher Evaluation Measures

Geiger, Tray

2020

Volltextzugriff (PDF)

Value-Added Model (VAM) Scholars on Using VAMs for Teacher Evaluation After the Passage of the Every Student Succeeds Act

Teachers College record (1970), 2020-07, Vol.122 (7), p.1-34

2020

Volltextzugriff (PDF)

Administrators Gaming Test- and Observation-Based Teacher Evaluation Methods: To Conform To or Confront the System

AASA journal of scholarship & practice, 2017-09, Vol.14 (3), p.45

2017

Volltextzugriff (PDF)

Value-added models: what the experts say: researchers share the opinions of scholars who have analyzed and written extensively about value-added models

Phi Delta Kappan, 2016-10, Vol.98 (2), p.35-35

2016

Volltextzugriff (PDF)

Review of Pasi Sahlberg’s “Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland?”

Education review (Tempe, Ariz.), 2015-10

2015

Volltextzugriff (PDF)

Potential Sources of Invalidity When Using Value-Added Estimates: Artificial Inflation, Deflation, and Conflation

AERA Online Paper Repository, 2017

2017

Volltextzugriff (PDF)

The Education Value-Added Assessment System: Methodological Issues and Implications for Policy and Practicality

AERA Online Paper Repository, 2017

2017

Volltextzugriff (PDF)

1 – 19 von 19

Suche als RSS-Feed

Suchergebnisse filtern

Filter anzeigen

Nur zeigen

Geprüft (Peer-Review)
(11)
Mit Volltextzugriff
(16)

Publikationsform

Sprache

Englisch
(19)

Erscheinungsjahr

n.n

Thema

15 weitere anzeigen...

Weniger anzeigen...

Menü

Weitere Dienste

Einstellungen

The breakfast of champions: Student surveys to sustain and cultivate teachers

Potential sources of invalidity when using teacher value-added and principal observational estimates: artificial inflation, deflation, and conflation

Methodological Concerns About the Education Value-Added Assessment System (EVAAS): Validity, Reliability, and Bias

U.S. states' performance on NAEP mathematics and reading exams after the implementation of school letter grade accountability policies

(Almost) a slam dunk: Assessing the experiences and opinions of participants in a National Basketball Association (NBA)-funded dropout prevention program

The effects of working conditions on teacher retention

Using test scores to evaluate and hold school teachers accountable in New Mexico

Student perception surveys for K-12 teacher evaluation in the United States: A survey of surveys

Value-added models: What the experts say

Becoming a Better Teacher through Online Teacherpreneurship?: Factors Influencing Online Teacherpreneurs' Perceived Gains in Teaching Practice

Becoming a Better Teacher through Online Teacherpreneurship?

All sizzle and no steak: Value-added model doesn't add value in Houston

The Land of Disenchantment: Bias in New Mexico Teacher Evaluation Measures

Value-Added Model (VAM) Scholars on Using VAMs for Teacher Evaluation After the Passage of the Every Student Succeeds Act

Administrators Gaming Test- and Observation-Based Teacher Evaluation Methods: To Conform To or Confront the System

Value-added models: what the experts say: researchers share the opinions of scholars who have analyzed and written extensively about value-added models

Review of Pasi Sahlberg’s “Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland?”

Potential Sources of Invalidity When Using Value-Added Estimates: Artificial Inflation, Deflation, and Conflation

The Education Value-Added Assessment System: Methodological Issues and Implications for Policy and Practicality

Suchergebnisse filtern