Abstract
This article provides historical overviews of the conceptual and research and development focus of teacher evaluation, teacher effectiveness and school effectiveness research in the USA. Pertinent literature is cited and arguments are made that these lines of inquiry have coexisted for nearly four without adequate integration. With the fourth stage of school effectiveness research in process, there is a recognition that within school context variables, particularly teacher effectiveness, have important effects on school improvement and school outcomes. Similarly, there is the recognition that findings from school effectiveness research have relevance for studies of teacher effectiveness and ongoing developments in teacher evaluation. Examples of: (a) new generation, learner-centered teacher evaluation systems in the USA that are informed by teacher and school effectiveness research; and (b) the fourth stage of school effectiveness research are described. It is proposed that these lines of research should be merged as completely as possible.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
