The Analysis of Classroom Discourse Within Teacher Evaluation

• In Event: 69.057 - Roundtable Session 32
  In Roundtable Session: 69.057-15 - Mobilizing Discourses Across Contexts

Abstract

The purpose of this study is to examine how rubrics for teacher evaluation define classroom discourse, compare these to the literature base on classroom discourse and achievement, and analyze the implications of varied definitions for the measurement of teacher effectiveness.

Author

• Rachael Gabriel, University of Connecticut