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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 ...

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.

A Guide for Developing Problem Solvers Problem solving is a key skill that we all use every day to solve simple and complex problems. However, little education or training challenges learners to solve problems and almost none engages learners in the types of problem solving encountered in everyday ...

A Guide for Developing Problem Solvers Problem solving is a key skill that we all use every day to solve simple and complex problems. However, little education or training challenges learners to solve problems and almost none engages learners in the types of problem solving encountered in everyday and professional situations. Learning to Solve Problems is a much-needed book that describes models for designing interactive learning environments to support how to learn and solve different kinds of problems. Using a research-based approach, author David H. Jonassen-a recognized expert in the field-shows how to design instruction to support three kinds of problems: story problems, troubleshooting, and case and policy analysis problems. Filled with models and job aids, this book describes different approaches for representing problems to learners and includes information about technology-based tools that can help learners mentally represent problems for themselves. Jonassen also explores methods for associating different solutions to problems and discusses various processes for reflecting on the problem-solving process. Learning to Solve Problems also includes three methods for assessing problem-solving skills: performance assessment, component skills, and argumentation. Praise for LEARNING TO SOLVE PROBLEMS'People can learn to be better problem solvers. This is the exciting premise underlying David Jonassen's highly readable book, Learning to Solve Problems. If you are interested in helping people become better problem solvers, then this book is for you. In Learning to Solve Problems, you will find an up-to-date and reader-friendly book on teaching problem solving, written by a world-renowned expert in instructional design.'-Richard E. Mayer, professor of psychology, University of California, Santa Barbara; and author, Multimedia Learning and Learning and Instruction'This book is a major milestone in the quest for understanding how to teach problem solving. By focusing on the challenge of learning and instruction for each of the types of problem solving, together with a firm start on strategies for the assessment of problem solving, Jonassen makes this book valuable and unique.'-Rob Foshay, author, Writing Training Materials That Work