000			02702cam a22003378i 4500
001			832890
008			181220s2019 nyu b 001 0 eng
020			_a9781138640894 (pbk. : alk. paper)
020			_a9781138640887 (hardback : alk. paper)
050	0	0	_aLB1715 _b.L34 2019
082	0	0	_a370.71/1 _223
100	1		_aLavigne, Alyson Leah, _eauthor. _962900
245	1	0	_aEnhancing teacher education, development, and evaluation : _blessons learned from educational reform / _cAlyson L. Lavigne and Thomas L. Good.
263			_a1905
260		1	_aNew York, NY : _bRoutledge, _c2019. _94722
300			_a206 pages.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references and index.
505	0		_aTeaching in America: a paradox highly valued but lowly paid -- Teacher effects on student achievement: a review of the literature -- A brief history of education reform and race to the top -- Race to the top: its effects on principal practice, teaching, and learning -- Learning from failure.
520			_a"Enhancing Teacher Education, Development, and Evaluation examines the complex role that recent educational reforms have played in the teaching profession. The failure of programs like Race to the Top to benefit teaching and learning outcomes has yielded many questions about what went wrong and how a research-based plan for true systemic progress could actually work. Covering inaccurate narratives about schools and student achievement, evidence for teacher effectiveness, and the history and repercussions of Race to the Top, this book culminates with a proposal for future research and policy initiatives that more accurately, equitably prioritize the measurement and improvement of teaching and learning. Five concise yet comprehensive chapters invite teacher and principal educators, teachers and school leaders in training, district administrators, policymakers, and other stakeholders to better understand the implications of and possible paths beyond misguided reform efforts. An overview of the recent past and an inspiration for the immediate future, this definitive analysis offers insights into how more reasonable, empirically derived strategies will ultimately foster more successful schools."-- _cProvided by publisher.
650		0	_aTeachers _xTraining of _zUnited States. _939309
650		0	_aTeacher effectiveness _zUnited States. _962901
650		0	_aEducational change _zUnited States. _962792
650			_aEducation. _930151
650			_aUnited States. _954864
700	1		_aGood, Thomas L., _d1943- _eauthor. _962902
942			_cBK
988			_c832890
999			_c832890 _d832890