Accounting for Co-Teaching: A Guide for Policymakers and Developers of Value-Added Models

Autor/inn/en	Isenberg, Eric; Walsh, Elias
Titel	Accounting for Co-Teaching: A Guide for Policymakers and Developers of Value-Added Models
Quelle	In: Journal of Research on Educational Effectiveness, 8 (2015) 1, S.112-119 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2014.974232
Schlagwörter	Team Teaching; Teacher Effectiveness; Teacher Collaboration; Evaluation Methods; Student Characteristics; Models; Teacher Influence; Weighted Scores; Teacher Evaluation; District of Columbia + Suchen Sie Ihr Suchwort? Teamteaching; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerkooperation; Analogiemodell; Teacher appraisal; Lehrerbeurteilung
Abstract	We outline the options available to policymakers for addressing co-teaching in a value-added model. Building on earlier work, we propose an improvement to a method of accounting for co-teaching that treats co-teachers as teams, with each teacher receiving equal credit for co-taught students. Hock and Isenberg (2012) described a method known as the Full Roster Method (FRM) that is feasible and practical, but it effectively counts co-taught students more than once-these students receive a full weight with each of their teachers, so such students receive extra weight when calculating the relationship between student characteristics and achievement. The improvement, known as the Full Roster-Plus Method, allows co-taught students to receive full weight with their teachers, but all students contribute equally to the calculation of the relationship between student characteristics and achievement. To investigate how the application of this method empirically changes value-added estimates, we use data from District of Columbia Public Schools. We find that there are very small empirical differences between the two methods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01