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College teachers --- Student evaluation of teachers --- Rating of

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College teachers --- Student evaluation of teachers --- Student rating of teachers --- Evaluation --- Teacher-student relationships --- Rating of. --- Student evaluation of teachers. --- Rating of

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College teachers --- Student evaluation of teachers --- #PEDA *8.136 --- #PEDA *8.111.3 --- #PEDA *8.13 --- #PEDA *8.146 --- #PEDA *8.147 --- Student rating of teachers --- Evaluation --- Teacher-student relationships --- Rating of. --- Higher education --- Student evaluation of teachers. --- Rating of

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"Visible Learning: Feedback brings together two internationally known educators, combining Hattie's world famous research expertise with Clarke's vast experience of classroom practice and application. Areas covered include the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, the power of peer feedback and the power of within-lesson feedback. Feedback is arguably the most critical and powerful aspect of teaching and learning and no other book currently available combines research excellence, theory and vast practical expertise in the same way, making this book an essential resource for teachers in any setting, phase or country"--

Student evaluation of teachers --- Student evaluation of curriculum --- Teacher-student relationships --- Feedback (Psychology) --- Reflective teaching --- Pupil-teacher relationships --- Student and teacher --- Student-teacher relationships --- Students and teachers --- Teacher and student --- Teacher-pupil relationships --- Teachers and students --- Interpersonal relations --- Education --- Evaluation --- Teaching --- Teachers --- Student rating of teachers --- Learning, Psychology of --- Reinforcement (Psychology) --- Curricula --- Self-rating of --- Visible learning --- Didactic evaluation

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The issue of teacher quality is increasingly seen as being central to education policy development and this emphasis highlights the role teacher professional development plays in improving teacher effectiveness and the quality of learning in the classroom. This book describes a large-scale research program which investigated the feasibility of using student perceptual measures as the basis for teacher development and classroom improvement. The book describes how teachers’ use of the student feedback, as part of an action-research process, was used to guide improvements to their respective classrooms which in turn provided them with increased opportunities for teacher development and growth. In addition to this, it reports the efforts of one school which purposefully linked the involvement of their teachers to their school improvement initiatives. This book would be of interest to a range of audiences including researchers, teachers and school leaders. Its attractions include its far-reaching implications for educational systems concerning the ways in which student feedback can be used to facilitate teacher development and growth. The book also reports the use of a multi-method research design in which quantitative and qualitative methods were successfully employed simultaneously within two concurrent and interrelated investigations.

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