國立高雄大學圖資館 |

語系: 繁體中文

說明(常見問題)

圖資館首頁

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Policy, professionalization, privati...

Gurl, Theresa J.

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Policy, professionalization, privatization, and performance assessmentby Theresa J. Gurl ... [et al.].
其他題名:	affordances and constraints for teacher education programs /
其他作者:	Gurl, Theresa J.
出版者:	Cham :Springer International Publishing :2016.
面頁冊數:	xv, 137 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	Educational evaluation.
電子資源:	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 /
LDR:02700nmm a2200325 a 4500 001 483288
003 DE-He213
005 20160826135531.0
006 m d
007 cr nn 008maaau
008 161007s2016 gw s 0 eng d
020 $a 9783319291468$q(electronic bk.)
020 $a 9783319291444$q(paper)
024 7 $a 10.1007/978-3-319-29146-8 $2 doi
035 $a 978-3-319-29146-8
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1707 $b .G87 2016
072 7 $a JNKD $2 bicssc
072 7 $a EDU011000 $2 bisacsh
082 0 4 $a 370.711 $2 23
090 $a LB1707 $b .P766 2016
245 0 0 $a Policy, professionalization, privatization, and performance assessment $h [electronic resource] : $b affordances and constraints for teacher education programs / $c by Theresa J. Gurl ... [et al.].
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2016.
300 $a xv, 137 p. : $b ill., digital ; $c 24 cm.
490 1 $a SpringerBriefs in education, $x 2211-1921
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.
650 0 $a Educational evaluation. $3 180577
650 0 $a Teachers $x Certification. $3 740766
650 0 $a Teachers $x Rating of. $3 287044
650 0 $a Teachers $x Training of. $3 278143
650 1 4 $a Education. $3 177995
650 2 4 $a Assessment, Testing and Evaluation. $3 274753
650 2 4 $a Teaching and Teacher Education. $3 338703
650 2 4 $a Educational Policy and Politics. $3 308819
700 1 $a Gurl, Theresa J. $3 740765
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer eBooks
830 0 $a SpringerBriefs in education. $3 560003
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-29146-8
950 $a Education (Springer-41171)