Legalizing scientism through teacher evaluation Helen M. HaziNoreen B. Garman OriginalPaper Pages: 7 - 18
Review of personnel evaluation systems: A local application of the standards Robert A. ReinekeMarjorie J. WillekeCarroll R. Sawin ReviewPaper Pages: 373 - 378
The development, pilot implementation, and formative evaluation of a grass-roots teacher evaluation system—or, the search for a better lawnmower David A. PayneGale Hulme OriginalPaper Pages: 365 - 372
Fifty reasons why student achievement gain does not mean teacher effectiveness Ronald A. Berk OriginalPaper Pages: 345 - 363
The accreditation plus model Jerry B. AyersWilliam J. GephartPaul A. Clark OriginalPaper Pages: 335 - 343
A generic performance appraisal system for classified employees William W. SwanC. Thomas HolmesLois Deweese OriginalPaper Pages: 293 - 310
Maintaining professional and clinical proficiency: Models and implications for faculty evaluation Barbara Brittingham OriginalPaper Pages: 281 - 291
Effecting a reconciliation between supervision and evaluation—A reply to popham OriginalPaper Pages: 275 - 279
The dysfunctional marriage of formative and summative teacher evaluation OriginalPaper Pages: 269 - 273
Peer review of materials in public school teacher evaluation Sarah J. McCartheyKenneth D. Peterson ReviewPaper Pages: 259 - 267
Teacher portraiture: A timely proposal for more effective teacher development Vincent RogersJohn Brubacher OriginalPaper Pages: 245 - 257
Assessment of educational personnel in the twenty-first century Toby J. TetenbaumThomas A. Mulkeen OriginalPaper Pages: 235 - 244
A career developmental framework for evaluating teachers as decision-makers Samuel B. BacharachSharon C. ConleyJoseph B. Shedd OriginalPaper Pages: 181 - 194
Teacher evaluation: A comprehensive framework for supervisors Joseph Murphy OriginalPaper Pages: 157 - 180
Improving personnel evaluations through professional standards Daniel L. StufflebeamDale M. Brethower OriginalPaper Pages: 125 - 155
An empirical comparison of two-factor versus multifactor theories of principal leadership: Implications for the evaluation of school principals Nangy J. PitnerDennis Hocevar OriginalPaper Pages: 93 - 109
Teacher evaluation practices in our largest school districts: Are they measuring up to ‘state-of-the-art’ systems? Chad. D. EllettJoanne S. Garland OriginalPaper Pages: 69 - 92
Teachers' professional knowledge: Are we measuring acquired skills or common knowledge? M. David MillerJohn P. PoggioDouglas R. Glasnapp OriginalPaper Pages: 57 - 68
The validation of beginning teacher competencies in connecticut Philip A. StreiferEdward F. Iwanicki OriginalPaper Pages: 33 - 55
A perspective on the major purposes and basic procedures for teacher evaluation Carolyn H. Denham OriginalPaper Pages: 29 - 32
