Publications and Research
Document Type
Article
Publication Date
Spring 2000
Abstract
Appraises the assumptions that drive standard evaluation methods and compares them to those assumptions that undergird more critical approaches to teaching. Presents an alternative teacher evaluation instrument and explains how it more accurately measures what is said and believed to be effective teaching. Offers statistical evidence supporting the instrument and suggests further steps to foster teaching practices
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Feminist, Gender, and Sexuality Studies Commons, Higher Education Commons, Higher Education and Teaching Commons