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What counts as good teaching? How a student growth percentile model has defined teacher quality at one urban middle school

Holloway, Jessica-Libell 2016, What counts as good teaching? How a student growth percentile model has defined teacher quality at one urban middle school. In Kappler Hewitt, Kimberly and Amrein-Beardsley, Audrey (ed), Student growth measures in policy and practice: intended and unintended consequences of high-stakes teacher evaluations, Palgrave Macmillan, New York, N.Y., pp.137-152.

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Title What counts as good teaching? How a student growth percentile model has defined teacher quality at one urban middle school
Author(s) Holloway, Jessica-LibellORCID iD for Holloway, Jessica-Libell orcid.org/0000-0001-9267-3197
Title of book Student growth measures in policy and practice: intended and unintended consequences of high-stakes teacher evaluations
Editor(s) Kappler Hewitt, Kimberly
Amrein-Beardsley, Audrey
Publication date 2016
Chapter number 7
Total chapters 14
Start page 137
End page 152
Total pages 16
Publisher Palgrave Macmillan
Place of Publication New York, N.Y.
Keyword(s) Academic achievement
Educational evaluation
School improvement programs
Educational tests and measurements
ISBN 1-137-53900-3
978-1-137-53900-7
Language eng
Field of Research 130303 Education Assessment and Evaluation
Socio Economic Objective 930403 School/Institution Policies and Development
HERDC Research category B1.1 Book chapter
ERA Research output type B Book chapter
Copyright notice ©2016, The Author(s)
Persistent URL http://hdl.handle.net/10536/DRO/DU:30093717

Document type: Book Chapter
Collections: Faculty of Arts and Education
School of Education
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