Teacher observation to assess student achievement / (Record no. 86322)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01772nam a2200217Ia 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240405s2007 xx 000 0 und d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Ediger, Marlow. |
| 245 #0 - TITLE STATEMENT | |
| Title | Teacher observation to assess student achievement / |
| Statement of responsibility, etc. | Marlow Ediger |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Date of publication, distribution, etc. | September 2007 |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| 337 ## - MEDIA TYPE | |
| Media type term | volume |
| 338 ## - CARRIER TYPE | |
| Carrier type term | unmediated |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Number of part/section of a work | 34 : 3, pages 137-139 |
| Title | Journal of Instructional Psychology |
| 9 (RLIN) | 11751 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Whatever has happened to using teacher observation as an approach to assess student achievement? Presently, the emphasis is upon state mandated testing to ascertain student progress. Much is written in educational journals about having students achieve No Child Left Behind (NCLB) federal and state standards, signed into law in 2002. Much drill is going into students passing mandated tests for grades three through eight, and an exit test in high school to receive a diploma. Schools also need to pass an Adequate Yearly Progress (AYP) test. If the latter is not passed two years in a row, then that school will be listed as "failing." Students may then opt out of a failing school and attend a "successful" school at local district expense. This has placed much pressure upon teachers and principals to have students and classes be termed "successful," in meeting NCLB requirements. Learners are then being drilled, particularly, in reading and mathematics. There are even reports of principals pressuring teachers to teach students in these two curriculum areas, only. This leaves out major curriculum areas in teaching and learning. |
| 521 ## - TARGET AUDIENCE NOTE | |
| Target audience note | Psychology. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Academic achievement. |
| 9 (RLIN) | 903 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | School improvement programs. |
| 9 (RLIN) | 11752 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Teaching. |
| 9 (RLIN) | 198 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Articles |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Total Checkouts | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Library of Congress Classification | Manila Tytana Colleges Library | Manila Tytana Colleges Library | REFERENCE SECTION | 04/05/2024 | 04/05/2024 | 04/05/2024 | Articles |