Zobrazeno 1 - 10
of 94
pro vyhledávání: '"Audrey Amrein-Beardsley"'
Publikováno v:
Gulf Education and Social Policy Review, Vol 2, Iss 2, Pp 115-143 (2022)
Abstract The Kingdom of Saudi Arabia (KSA) recently initiated multiple, one-year, school immersion programs to help 25,000 KSA teachers better support KSA students and the KSA education system after spending time abroad in teacher education programs
Externí odkaz:
https://doaj.org/article/686af123bf3d44bf9dc64d0e00300275
Publikováno v:
Cogent Education, Vol 9, Iss 1 (2022)
Researchers explored how 13 states in which policymakers have adopted an A-F school letter grade accountability system performed on the National Assessment of Educational Progress (NAEP) post-policy implementation. Researchers found mixed results, wi
Externí odkaz:
https://doaj.org/article/edbcbde008ec4119afb15a964f4170a7
Publikováno v:
F1000Research, Vol 11 (2022)
In this essay, we argue that colleges of education, particularly those at research-intensive institutions, favor simplistic notions of scholarly impact and that this trend has concerning implications for the field, for researchers, and for the public
Externí odkaz:
https://doaj.org/article/d0599cf92457462f9429d77c1519c043
Autor:
Audrey Amrein-Beardsley, Tray Geiger
Publikováno v:
SAGE Open, Vol 10 (2020)
The Education Value-Added Assessment System (EVAAS), the value-added model (VAM) sold by the international business analytics software company SAS Institute Inc., is advertised as offering “precise, reliable and unbiased results that go far beyond
Externí odkaz:
https://doaj.org/article/d1305d6051eb4f0097033342e99eba18
Autor:
Audrey Amrein-Beardsley
Publikováno v:
Education Policy Analysis Archives, Vol 28, Iss 0 (2020)
This introduction to the special issue on “Policies and Practices of Promise in Teacher Evaluation,” (1) presents the background and policy context surrounding the ongoing changes in U.S. states’ teacher evaluation systems (e.g., the decreased
Externí odkaz:
https://doaj.org/article/8d71e4766d8b4617a75887d965cb768e
Publikováno v:
Education Policy Analysis Archives, Vol 28, Iss 0 (2020)
The Every Students Succeeds Act (ESSA) loosened the federal policy grip over states’ teacher accountability systems. We present information, collected via surveys sent to state department of education personnel, about all states’ teacher evaluati
Externí odkaz:
https://doaj.org/article/9f025d1d99214ab4b7c71c876ec83996
Autor:
Tray Geiger, Audrey Amrein-Beardsley
Publikováno v:
Cogent Education, Vol 6, Iss 1 (2019)
In this overview piece, we document the six student perception surveys (SPSs) currently available for state, district, and school consumption and use, given SPSs are increasingly becoming one of the more popular “multiple measures” being used to
Externí odkaz:
https://doaj.org/article/e7b1dbb1fa8543a89666b1b044177df0
Publikováno v:
AERA Open, Vol 3 (2017)
In this study, we investigated the factor structure underlying the TAP System for Teacher and Student Advancement using confirmatory and exploratory factor–analytic methods and under conditions of multilevel (nested) data structures and ordinal mea
Externí odkaz:
https://doaj.org/article/ab11c68f25ac406493685d1ca08ed2c8
Publikováno v:
Education Policy Analysis Archives, Vol 21, Iss 0 (2013)
In this manuscript, the guest editors of the EPAA Special Issue on “Value-Added Model (VAM) Research for Educational Policy” (1) introduce the background and policy context surrounding the increased use of VAMs for teacher evaluation and accounta
Externí odkaz:
https://doaj.org/article/6d16e673a2da4113ade8c63b6c7457b2
Autor:
Audrey Amrein-Beardsley
Publikováno v:
Education Policy Analysis Archives, Vol 20, Iss 0 (2012)
Teacher quality experts are urging policymakers to identify and target expert teachers and entice them to teach in high-needs schools. To understand what this might take, expert teachers in Arizona were surveyed to understand their job-related prefer
Externí odkaz:
https://doaj.org/article/0fed40424f5046f784b2742b9342c6d6