Educational Researcher (ER)

Educational Researcher (ER)

   Vol. 44, n°2, 3/2015

  Value Added Meets the Schools: The Effects of Using Test-Based Teacher Evaluation on the Work of Teachers and Leaders

 

Editors’ Introduction: The Use of Teacher Value-Added Measures in Schools: New Evidence, Unanswered Questions, and Future Prospects, Douglas N. Harris and Carolyn D. Herrington

Using Student Test Scores to Measure Teacher Performance: Some Problems in the Design and Implementation of Evaluation Systems, Dale Ballou and Matthew G. Springer

Exploring the Potential of Value-Added Performance Measures to Affect the Quality of the Teacher Workforce, Dan Goldhaber

Make Room Value Added: Principals’ Human Capital Decisions and the Emergence of Teacher Observation Data, Ellen Goldring, Jason A. Grissom, Mollie Rubin, Christine M. Neumerski, Marisa Cannata, Timothy Drake, and Patrick Schuermann

Teacher Perspectives on Evaluation Reform: Chicago’s REACH Students, Jennie Y. Jiang, Susan E. Sporte, and Stuart Luppescu

Will VAMS Reinforce the Walls of the Egg-Crate School?, Susan Moore Johnson

The Value in Value Added Depends on the Ecology, Henry Braun

Can Value Added Add Value to Teacher Evaluation?, Linda Darling-Hammond

Value Added: A Case Study in the Mismatch Between Education Research and Policy, Stephen W. Raudenbush

 http://edr.sagepub.com/content/44/2?etoc