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This book makes a major contribution to knowledge and theory by drawing implications of teacher effectiveness research for the field of teacher training and professional development. The first part of the book provides a critical review of research on teacher training and professional development and illustrates the limitations of the main approaches to teacher development such as the competence-based and the holistic approach. A dynamic perspective to policy and practice in teacher training and professional development is advocated. The second part of the book provides a critical review of research on teacher effectiveness. The main phases of this field of research are analysed. It is pointed out that teacher factors are presented as being in opposition to one another. An integrated approach in defining quality of teaching is adopted. The importance of taking into account findings of studies investigating differential teacher effectiveness is argued. Another significant limitation of this field of research is that the whole process of searching for teacher effectiveness factors was not able to have a significant impact upon teacher training and professional development. For this reason it is advocated that teacher training and professional development should be focused on how to address grouping of specific teacher factors associated with student learning and on how to help teachers improve their teaching skills by moving from using skills associated with direct teaching only to more advanced skills concerned with new teaching approaches and differentiation of teaching. The book refers to studies conducted in different countries illustrating how the proposed approach can be used by policy and practice in teacher education. Specifically, the book provides evidence supporting the validity of the theoretical framework upon which this approach is based. Moreover, experimental and longitudinal studies supporting the use of this approach for improvement purposes are presented and suggestions for further research utilising and expanding the Dynamic Approach for teacher training and professional development are provided.

Performance standards. --- Teacher effectiveness. --- Teachers -- Rating of. --- Teachers --- Teacher effectiveness --- Effective teaching --- Education --- Social Sciences --- Theory & Practice of Education --- Training of --- In-service training --- Training of. --- Teacher education --- Teacher training --- Teachers, Training of --- Education. --- School management and organization. --- School administration. --- Teaching. --- Assessment. --- Teaching and Teacher Education. --- Learning & Instruction. --- Assessment, Testing and Evaluation. --- Administration, Organization and Leadership. --- Educational tests and measuremen. --- Learning. --- Instruction. --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- Learning process --- Comprehension --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Inspection --- Management and organization

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This book aims to make a contribution to the theory, research and practice on quality and equity in education by providing a comprehensive overview of these two dimensions of educational effectiveness and proposing a methodological instrument that may be used to measure the contribution that each school can make to promoting equity. The importance of using this instrument is demonstrated by analysing results of various effectiveness studies conducted over the last decade. The book draws upon research across the world, especially research conducted in the Europe, the United States, and Australasia. It is shown that promoting equity has no negative effect on the promotion of quality. The importance of using this methodological instrument to identify factors that promote both quality and equity at different educational levels (i.e. teacher, school and educational system) is stressed. The book also demonstrates how we can measure stability and changes in the effectiveness status of schools over time in terms of fostering quality and equity. In addition it underlines the importance of identifying factors measuring changes in the effectiveness status of schools in terms of equity and points to the alternative strategies that can be used at school and system level. In our attempt to encourage the further development and use of this methodology for school improvement purposes, we demonstrate how experimental studies can be conducted to discover whether and under which conditions the proposed methodology can help schools promote both quality and equity. Finally, implications for school evaluation, research, educational policy and practice are drawn. In this way, the book contributes significantly to the debate on how quality and equity can be achieved and encourages policy-makers and practitioners not to view these two dimensions of effectiveness as being in competition with each other but as constituting the major objectives of any reform policy and/or improvement effort at school and/or national levels.

Education. --- School management and organization. --- School administration. --- Educational policy. --- ducation and state. --- Assessment. --- Educational Policy and Politics. --- Administration, Organization and Leadership. --- Assessment, Testing and Evaluation. --- Education --- Education policy --- Educational policy --- State and education --- Educational administration --- Inspection of schools --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Government policy --- Inspection --- Management and organization --- Academic achievement. --- Educational equalization. --- School improvement programs. --- Improvement programs, School --- Instructional improvement programs --- Programs, School improvement --- School self-improvement programs --- Educational inequality --- Equal education --- Equal educational opportunity --- Equalization, Educational --- Academic underachievement --- Achievement, Academic --- Educational achievement --- Scholastic achievement --- Scholastic success --- School achievement --- Student achievement --- Underachievement, Academic --- Educational research --- Research. --- Performance --- Success --- School management and organization --- Affirmative action programs in education --- Aims and objectives --- Educational tests and measuremen. --- Education and state. --- Administration, Educational --- Operation policies, School --- Policies, School operation --- Management --- Organization --- Social policy --- Endowment of research

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Methodological Advances in Educational Effectiveness Research is an important new work by some of the leading researchers in the field of Educational Effectiveness Research (EER). The book provides a state of the art snapshot of the methodology of EER now and clearly demonstrates the way it is applied in both research and evaluation. It shows how developments in the research methodology area such as the use of multilevel modelling approaches to analyse nested data have promoted the knowledge-base of educational effectiveness. But at the same time, as the authors show, the knowledge

Education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Research&delete& --- Methodology --- Research --- Methodology.