Policy, Professionalization, Privatization, and Performance Assessment: Affordances and Constraints for Teacher Education Programs: 0 (SpringerBriefs in Education) - Softcover

Book 65 of 239: SpringerBriefs in Education

Gurl, Theresa J.; Caraballo, Limarys; Grey, Leslee; Gunn, John H.; Gerwin, David; Bembenutty, Héfer

 
9783319291444: Policy, Professionalization, Privatization, and Performance Assessment: Affordances and Constraints for Teacher Education Programs: 0 (SpringerBriefs in Education)
Softcover
ISBN 10: 3319291440 ISBN 13: 9783319291444
Publisher: Springer, 2016

Synopsis

This volume reviews the background of mandated teacher performance assessment with an emphasis on policy, privatization, and professionalization. The authors discuss the potential impact of mandated teacher performance assessments on teacher education in the content areas of mathematics, English, and social studies. The perspectives and empirical research examined in this conceptual analysis illustrate the various ways in which the Stanford Center for Assessment, Learning, and Equity (SCALE) Teacher Performance Assessment (edTPA) promises to restructure teacher education in the United States. The authors consider both the affordances and the constraints that teacher performance assessments offer for teacher preparation programs, and conclude by discussing the implications of the intersections among policy, privatization, professionalization, and performance assessments of teachers, as well as the relationship between performance assessments and teacher education. The impact of the edTPA on the development of signature pedagogies in teacher education is also discussed.

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From the Back Cover

This volume reviews the background of mandated teacher performance assessment with an emphasis on policy, privatization, and professionalization. The authors discuss the potential impact of mandated teacher performance assessments on teacher education in the content areas of mathematics, English, and social studies. The perspectives and empirical research examined in this conceptual analysis illustrate the various ways in which the Stanford Center for Assessment, Learning, and Equity (SCALE) Teacher Performance Assessment (edTPA) promises to restructure teacher education in the United States. The authors consider both the affordances and the constraints that teacher performance assessments offer for teacher preparation programs, and conclude by discussing the implications of the intersections among policy, privatization, professionalization, and performance assessments of teachers, as well as the relationship between performance assessments and teacher education. The impact of the edTPA on the development of signature pedagogies in teacher education is also discussed.

"About this title" may belong to another edition of this title.

Publisher
Springer
Publication date
2016
Language
English
ISBN 10 
3319291440
ISBN 13 
9783319291444
Binding
Paperback
Edition number
1
Number of pages
152