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Policy, professionalization, privatization, and performance assessment = affordances and constraints for teacher education programs /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Policy, professionalization, privatization, and performance assessment/ by 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

Policy, professionalization, privatization, and performance assessment = affordances 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

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

555501
Educational evaluation.

LC Class. No.: LB1707 / .G87 2016

Dewey Class. No.: 370.711

Policy, professionalization, privatization, and performance assessment = affordances 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.
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