國立虎尾科技大學 |

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, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin, Héfer Bembenutty.
其他題名:	Affordances and Constraints for Teacher Education Programs /
作者:	Gurl, Theresa J.
其他作者:	Caraballo, Limarys.
面頁冊數:	XV, 137 p.online resource. :
Contained By:	Springer Nature eBook
標題:	Assessment. -
電子資源:	https://doi.org/10.1007/978-3-319-29146-8
ISBN:	9783319291468

Policy, Professionalization, Privatization, and Performance Assessment = Affordances and Constraints for Teacher Education Programs /
Gurl, Theresa J.

Policy, Professionalization, Privatization, and Performance AssessmentAffordances and Constraints for Teacher Education Programs /[electronic resource] :by Theresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin, Héfer Bembenutty. - 1st ed. 2016. - XV, 137 p.online resource. - 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:

1017002
Assessment.

LC Class. No.: LC5225.A75

Dewey Class. No.: 371.26

Policy, Professionalization, Privatization, and Performance Assessment = Affordances and Constraints for Teacher Education Programs /
LDR:03116nam a22004095i 4500 001 972018
003 DE-He213
005 20200703131357.0
007 cr nn 008mamaa
008 201211s2016 gw | s |||| 0|eng d
020 $a 9783319291468 $9 978-3-319-29146-8
024 7 $a 10.1007/978-3-319-29146-8 $2 doi
035 $a 978-3-319-29146-8
050 4 $a LC5225.A75
050 4 $a LB2822.75
072 7 $a JNKD $2 bicssc
072 7 $a EDU011000 $2 bisacsh
072 7 $a JNDH $2 thema
082 0 4 $a 371.26 $2 23
100 1 $a Gurl, Theresa J. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1105892
245 1 0 $a Policy, Professionalization, Privatization, and Performance Assessment $h [electronic resource] : $b Affordances and Constraints for Teacher Education Programs / $c by Theresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin, Héfer Bembenutty.
250 $a 1st ed. 2016.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2016.
300 $a XV, 137 p. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
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 Assessment. $3 1017002
650 0 $a Teaching. $3 555255
650 0 $a Educational policy. $3 1200004
650 0 $a Education and state. $3 563302
650 1 4 $a Assessment, Testing and Evaluation. $3 671650
650 2 4 $a Teaching and Teacher Education. $3 783596
650 2 4 $a Educational Policy and Politics. $3 683657
700 1 $a Caraballo, Limarys. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1267219
700 1 $a Grey, Leslee. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1267220
700 1 $a Gunn, John H. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1267221
700 1 $a Gerwin, David. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1267222
700 1 $a Bembenutty, Héfer. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1264437
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783319291444
776 0 8 $i Printed edition: $z 9783319291451
830 0 $a SpringerBriefs in Education, $x 2211-1921 $3 1257541
856 4 0 $u https://doi.org/10.1007/978-3-319-29146-8
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)