Part 1: The background to teacher effectiveness research 1. Differentiated teacher effectiveness: Framing the concept 2. The range of teachers' work 3. Historical models of teacher effectiveness 4. Review of current research in educational effectiveness Part 2: Towards a differentiated model 5. A critique of teacher effectiveness research 6. developing a model of differentiated teacher effectiveness 7. Evidence in support of differentiated teacher effectiveness 8. Building theory and methodology Part 3: Values and policy implications 9. Effective teaching and values 10. Differentiated teacher effectiveness and teacher appraisal 11. Exploring policy implications Part 4: Differentiated teacher effectiveness research: The model in practice 12. A study of differentiated effectiveness
Jim Campbell is Professor of Education at the University of
L. Kyriakides is Lecturer in Educational Assessment and Evaluation at Warwick.
Daniel Muijs is Lecturer in Quantitative Research Methods at the University of Warwick.
Wendy Robinson is Lecturer in Education at the University of Warwick.
'A substantial brick in the growing edifice of doubt about the effects and effectiveness of the standards-led, accountability-driven approach to teaching and teachers' - Michael Duffy, Times Educational Supplement'...succeeds in connecting ideas about teaching effectiveness with a wide range of other thinking and in doing so provides an important critique and reformulation of this field.' -British Journal of Educational Studies, December 2005