WebSite Logo
  • Content
  • Similar Resources
  • Metadata
  • Cite This
  • Log-in
  • Fullscreen
Log-in
Do not have an account? Register Now
Forgot your password? Account recovery
  1. Educational Assessment, Evaluation and Accountability
  2. Educational Assessment, Evaluation and Accountability : Volume 15
  3. Educational Assessment, Evaluation and Accountability : Volume 15, Issue 1, March 2001
  4. JPEE Book Review
Loading...

Please wait, while we are loading the content...

Educational Assessment, Evaluation and Accountability : Volume 28
Educational Assessment, Evaluation and Accountability : Volume 27
Educational Assessment, Evaluation and Accountability : Volume 26
Educational Assessment, Evaluation and Accountability : Volume 25
Educational Assessment, Evaluation and Accountability : Volume 24
Educational Assessment, Evaluation and Accountability : Volume 23
Educational Assessment, Evaluation and Accountability : Volume 22
Educational Assessment, Evaluation and Accountability : Volume 21
Educational Assessment, Evaluation and Accountability : Volume 20
Educational Assessment, Evaluation and Accountability : Volume 19
Educational Assessment, Evaluation and Accountability : Volume 18
Educational Assessment, Evaluation and Accountability : Volume 17
Educational Assessment, Evaluation and Accountability : Volume 16
Educational Assessment, Evaluation and Accountability : Volume 15
Educational Assessment, Evaluation and Accountability : Volume 15, Issue 4, December 2001
Educational Assessment, Evaluation and Accountability : Volume 15, Issue 3, September 2001
Educational Assessment, Evaluation and Accountability : Volume 15, Issue 2, June 2001
Educational Assessment, Evaluation and Accountability : Volume 15, Issue 1, March 2001
From the Editor ( Educational Assessment, Evaluation and Accountability , Volume 15 , Issue 1 )
The Implications of Coteaching/Cogenerative Dialogue for Teacher Evaluation: Learning from Multiple Perspectives of Everyday Practice
How Valid are the National Board of Professional Teaching Standards Assessments for Predicting the Quality of Actual Classroom Teaching and Learning? Results of Six Mini Case Studies
Legal Notes
Urofsky v. Gilmore: The Fourth Circuit Takes a Narrow View of Academic Freedom
The Practitioner's Corner ( Educational Assessment, Evaluation and Accountability , Volume 15 , Issue 1 )
The New Haven Unified School District: A Teaching Quality System for Excellence and Equity
JPEE Book Review
JPEE Book Review Teacher Evaluation: A Comprehensive Guide to New Directions and Practices. Kenneth Peterson (2000). Thousand Oaks, CA: Corwin Press. 428
Educational Assessment, Evaluation and Accountability : Volume 14
Educational Assessment, Evaluation and Accountability : Volume 13
Educational Assessment, Evaluation and Accountability : Volume 12
Educational Assessment, Evaluation and Accountability : Volume 11

Similar Documents

...
JPEE Book Reviews

Book Review

...
JPEE Book Review Teacher Evaluation: A Comprehensive Guide to New Directions and Practices. Kenneth Peterson (2000). Thousand Oaks, CA: Corwin Press. 428

Book Review

...
Book Review : Educational Assessment, Evaluation and Accountability , Volume 14 , Issue 2

Book Review

...
Book Review : Educational Assessment, Evaluation and Accountability , Volume 11 , Issue 2

Book Review

...
Teacher Evaluation, Leadership and Learning Organizations

Article

...
Student Surveys for School Teacher Evaluation

Article

...
Standards for Teacher Tests

Article

...
Teacher Evaluation and Teacher Effectiveness in the United Kingdom

Article

...
Repeating History: Teacher Licensure Testing in Massachusetts

Article

JPEE Book Review

Content Provider Springer Nature Link
Author Conley, Sharon
Copyright Year 2001
Starting Page 83
Ending Page 83
Page Count 1
File Format PDF
ISSN 0920525X
Journal Educational Assessment, Evaluation and Accountability
Volume Number 15
Issue Number 1
e-ISSN 15730425
Language English
Publisher Kluwer Academic Publishers
Publisher Date 2001-01-01
Publisher Place Boston
Access Restriction Subscribed
Subject Keyword Teacher Education Testing and Evaluation Personnel Management
Content Type Text
Resource Type Book Review
Subject Education
  • About
  • Disclaimer
  • Feedback
  • Sponsor
  • Contact
  • Chat with Us
About National Digital Library of India (NDLI)
NDLI logo

National Digital Library of India (NDLI) is a virtual repository of learning resources which is not just a repository with search/browse facilities but provides a host of services for the learner community. It is sponsored and mentored by Ministry of Education, Government of India, through its National Mission on Education through Information and Communication Technology (NMEICT). Filtered and federated searching is employed to facilitate focused searching so that learners can find the right resource with least effort and in minimum time. NDLI provides user group-specific services such as Examination Preparatory for School and College students and job aspirants. Services for Researchers and general learners are also provided. NDLI is designed to hold content of any language and provides interface support for 10 most widely used Indian languages. It is built to provide support for all academic levels including researchers and life-long learners, all disciplines, all popular forms of access devices and differently-abled learners. It is designed to enable people to learn and prepare from best practices from all over the world and to facilitate researchers to perform inter-linked exploration from multiple sources. It is developed, operated and maintained from Indian Institute of Technology Kharagpur.

Learn more about this project from here.

Disclaimer

NDLI is a conglomeration of freely available or institutionally contributed or donated or publisher managed contents. Almost all these contents are hosted and accessed from respective sources. The responsibility for authenticity, relevance, completeness, accuracy, reliability and suitability of these contents rests with the respective organization and NDLI has no responsibility or liability for these. Every effort is made to keep the NDLI portal up and running smoothly unless there are some unavoidable technical issues.

Feedback

Sponsor

Ministry of Education, through its National Mission on Education through Information and Communication Technology (NMEICT), has sponsored and funded the National Digital Library of India (NDLI) project.

Contact National Digital Library of India
Central Library (ISO-9001:2015 Certified)
Indian Institute of Technology Kharagpur
Kharagpur, West Bengal, India | PIN - 721302
See location in the Map
03222 282435
Mail: support@ndl.gov.in
Sl. Authority Responsibilities Communication Details
1 Ministry of Education (GoI),
Department of Higher Education
Sanctioning Authority https://www.education.gov.in/ict-initiatives
2 Indian Institute of Technology Kharagpur Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project https://www.iitkgp.ac.in
3 National Digital Library of India Office, Indian Institute of Technology Kharagpur The administrative and infrastructural headquarters of the project Dr. B. Sutradhar  bsutra@ndl.gov.in
4 Project PI / Joint PI Principal Investigator and Joint Principal Investigators of the project Dr. B. Sutradhar  bsutra@ndl.gov.in
Prof. Saswat Chakrabarti  will be added soon
5 Website/Portal (Helpdesk) Queries regarding NDLI and its services support@ndl.gov.in
6 Contents and Copyright Issues Queries related to content curation and copyright issues content@ndl.gov.in
7 National Digital Library of India Club (NDLI Club) Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach clubsupport@ndl.gov.in
8 Digital Preservation Centre (DPC) Assistance with digitizing and archiving copyright-free printed books dpc@ndl.gov.in
9 IDR Setup or Support Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops idr@ndl.gov.in
I will try my best to help you...
Cite this Content
Loading...