It is now widely accepted that improving schools invest in teacher leadership and build the capacity for improvement by distributing leadership responsibilities to teachers. In primary, secondary and special schools, teachers are uniquely placed to influence the quality of teaching and learning and they are important gatekeepers to development and change. This book explores how teacher leadership is an intrinsic and important part of school and classroom improvement. It investigates teacher leadership in action and considers the roles, responsibilities and influence of teachers who lead. It considers the implications of teacher leadership for teachers’ professional development and focuses on ways in which this important form of leadership can be fostered and enhanced. The central message in this book is that teachers play a critical role in leading improvement in the classroom and school level and that this form of leadership contributes directly to raising achievement among learners. This book is crucial reading for all those who are concerned with teacher and school development, school leadership and school improvement.

Improving School through Teacher Leadership (Professional Learning)

Education & Teaching

Muijs, Daniel

Harris, Alma.

Schools & Teaching

Open University Press

Improving School through Teacher Leadership

Politics & Social Sciences

Social Sciences

Assessing Teacher Effectiveness: Different models

How can we really evaluate teacher effectiveness? Systems of teacher appraisal and evaluation are being created across the world in order to monitor and assess teacher performance. But do the models used really give a fair evaluation? Based on international research, the authors argue that teacher effectiveness is too narrowly conceptualised 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* teachers may be more effective with some subjects or components than with others. Building on and developing previous research on models of teacher effectiveness and current theories, the authors open up possible new debates which will be of interest to academics and researchers working in this area throughout the world.

Assessing Teacher Effectiveness

Campbell, Jim

Kyriakides, Leonidas

Robinson, Wendy

Science & Math

Routledge

How can we really evaluate teacher effectiveness? Systems of teacher appraisal and evaluation are being created across the world in order to monitor and assess teacher performance. But do the models used really give a fair evaluation? Based on international research, the authors argue that teacher effectiveness is too narrowly conceptualised 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 * teachers may be more effective with some subjects or components than with others. Building on and developing previous research on models of teacher effectiveness and current theories, the authors open up possible new debates which will be of interest to academics and researchers working in this area throughout the world.

Business & Money

Education & Reference

The International Handbook of Educational Effectiveness and Improvement draws together leading academics and researchers in the field to reflect on the history, traditions and the most recent developments in this dynamic and influential field. This handbook provides a comprehensive overview of: <ul>
<li>the foundations of the field </li> <li>the evolution of educational effectiveness theory and methodology</li> <li>the links with other research disciplines</li> <li>the links between policy and practice. </li> </ul> In conclusion, the handbook sets out a new agenda for future educational effectiveness research. This handbook is an essential resource for those interested in the effectiveness of educational systems, organisations and classrooms. It offers academics, researchers, students and policy-makers new insights into the latest thinking and evidence about educational effectiveness.

The Routledge International Handbook of Educational Effectiveness and Improvement: Research, policy, and practice (Routledge International Handbooks of Education)

Chapman, Christopher

REYNOLDS, David

Teddlie, Charles

Sammons, Pam

Doing Quantitative Research in Education: with SPSS

This book provides an introduction to using quantitative methods in educational research. The author writes for non-mathematical students, avoiding the use of mathematical formulae wherever possible. No prior knowledge of quantitative methods is needed to use this book. The author′s approach features · a realistic approach, using actual databases · an emphasis on the use of effect sizes · a user-friendly approach, based on the latest version of SPSS throughout. The use of two real educational datasets keeps the content relevant, and shows students the imperfections and problems which they will meet in real-life research. The datasets use common international measures and access to the datasets, allowing students to practice and answer the questions that follow each chapter, is available though the book website. This book is for researchers and students studying research methods in education. It is suitable as a main textbook for quantitative methods courses, as well as a resource for researchers in this field.

Sage Publications Ltd.

Effective Teaching: Evidence and Practice

This book provides an accessible introduction to this international research base, drawing on quantitative and qualitative research in education, psychology, sociology, and other related areas.

`A small number of education books feel indispensable; this is warmly welcomed to the club. It′s a magnificent survey of what educational research can tell us about nitty-gritty classroom issues′ - Geoff Barton, Times Educational Supplement, Friday Magazine 
Research into student learning and achievement shows that classroom teaching is at the heart of the process of schooling. What teachers do in the classroom is the factor that most strongly affects pupils′ progress in school. In their 2001 book, David Muijs and David Reynolds reviewed what is now a large body of knowledge on effective teaching. Research into student learning and achievement shows that classroom teaching is at the heart of the process of schooling. What teachers do in the classroom is the factor that most strongly affects pupils′ progress in school. In their 2001 book, David Muijs and David Reynolds reviewed what is now a large body of knowledge on effective teaching. This new edition of Effective Teaching, Evidence and Practice updates the successful 2001 volume with the latest research on effective teaching and learning. Following user feedback, a number of chapters have been added to reflect reader needs and developments in the field since 2001. Chapters on student learning, collaborative small group work, constructivism and effective science teaching have been added, as well as updates to all other chapters. 
The user-friendly style and broad coverage that were strengths of the previous edition are maintained, as is the three part structure focussing on generic teaching skills, teaching for specific goals and subject specific strategies and other classroom issues. 
Like the first edition, it is essential reading for students of education, teachers and educational researchers.

See the best price to sell, buy, or rent books by Muijs, Daniel. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Muijs, Daniel