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Policy, professionalization, privati...

Gurl, Theresa J.

Policy, professionalization, privatization, and performance assessmentaffordances and constraints for teacher education programs /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Policy, professionalization, privatization, and performance assessmentby Theresa J. Gurl ... [et al.].
Reminder of title:	affordances and constraints for teacher education programs /
other author:	Gurl, Theresa J.
Published:	Cham :Springer International Publishing :2016.
Description:	xv, 137 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Educational evaluation.
Online resource:	http://dx.doi.org/10.1007/978-3-319-29146-8
ISBN:	9783319291468$q(electronic bk.)

Policy, professionalization, privatization, and performance assessmentaffordances and constraints for teacher education programs /
Policy, professionalization, privatization, and performance assessmentaffordances and constraints for teacher education programs /[electronic resource] :by Theresa J. Gurl ... [et al.]. - Cham :Springer International Publishing :2016. - xv, 137 p. :ill., digital ;24 cm. - SpringerBriefs in education,2211-1921. - SpringerBriefs in education..

1. Introduction -- 2. Historical Context of Teacher Assessment -- 3. The Intersection of Policy, Privatization, Professionalization, and Performance Assessment as a Conceptual Frame in Teacher Education -- 4. Performance Assessment, Policy, Privatization, and Professionalization in Mathematics -- 5. Performance Assessment, Policy, Privatization, and Professionalization in English -- 6. Performance Assessment, Policy, Privatization, and Professionalization in Social Studies -- 7. Conclusion: Signature Pedagogies and Other Implications.

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.

ISBN: 9783319291468$q(electronic bk.)

Standard No.: 10.1007/978-3-319-29146-8doiSubjects--Topical Terms:

180577
Educational evaluation.

LC Class. No.: LB1707 / .G87 2016

Dewey Class. No.: 370.711

Policy, professionalization, privatization, and performance assessmentaffordances and constraints for teacher education programs /
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505 0 $a 1. Introduction -- 2. Historical Context of Teacher Assessment -- 3. The Intersection of Policy, Privatization, Professionalization, and Performance Assessment as a Conceptual Frame in Teacher Education -- 4. Performance Assessment, Policy, Privatization, and Professionalization in Mathematics -- 5. Performance Assessment, Policy, Privatization, and Professionalization in English -- 6. Performance Assessment, Policy, Privatization, and Professionalization in Social Studies -- 7. Conclusion: Signature Pedagogies and Other Implications.
520 $a 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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