Accounting for Co-Teaching: A Guide for Policymakers and Developers of Value-Added Models
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| Pubblicato in: | IDEAS Working Paper Series from RePEc (2013), p. n/a |
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| Autore principale: | |
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| Pubblicazione: |
Federal Reserve Bank of St. Louis
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| Accesso online: | Citation/Abstract Full text outside of ProQuest |
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| 100 | 1 | |a Isenberg, Eric | |
| 245 | 1 | |a Accounting for Co-Teaching: A Guide for Policymakers and Developers of Value-Added Models | |
| 260 | |b Federal Reserve Bank of St. Louis |c 2013 | ||
| 513 | |a Working Paper | ||
| 520 | 3 | |a This working paper outlines four options available to policymakers for addressing co-teaching in a value-added model: the partial credit method, the teacher team method, the full roster method, and the full roster-plus method. The authors discuss why the first two methods are impractical, and show that the last two methods are empirically similar. | |
| 653 | |a Teaching | ||
| 700 | 1 | |a Walsh, Elias | |
| 773 | 0 | |t IDEAS Working Paper Series from RePEc |g (2013), p. n/a | |
| 786 | 0 | |d ProQuest |t ABI/INFORM Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/1698798267/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://ideas.repec.org/p/mpr/mprres/5ffcec12789c45669e27d8cf2a7ce93c.html |