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03674nam a22005775i 4500 |
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978-3-319-29146-8 |
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DE-He213 |
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cr nn 008mamaa |
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160219s2016 gw | s |||| 0|eng d |
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|a 9783319291468
|9 978-3-319-29146-8
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|a 10.1007/978-3-319-29146-8
|2 doi
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|d GrThAP
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|a LC5225.A75
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|a LB2822.75
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|a JNKD
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|a EDU011000
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|a 371.26
|2 23
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|a Gurl, Theresa J.
|e author.
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|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.
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|a 1st ed. 2016.
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|a Cham :
|b Springer International Publishing :
|b Imprint: Springer,
|c 2016.
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|a XV, 137 p.
|b online resource.
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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|a online resource
|b cr
|2 rdacarrier
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|a text file
|b PDF
|2 rda
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|a SpringerBriefs in Education,
|x 2211-1921
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|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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|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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|a Education.
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| 650 |
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|a Educational policy.
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| 650 |
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|a ducation and state.
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| 650 |
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|a Teaching.
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| 650 |
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|a Assessment.
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| 650 |
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|a Education.
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| 650 |
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4 |
|a Assessment, Testing and Evaluation.
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| 650 |
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4 |
|a Teaching and Teacher Education.
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| 650 |
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4 |
|a Educational Policy and Politics.
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| 700 |
1 |
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|a Caraballo, Limarys.
|e author.
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| 700 |
1 |
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|a Grey, Leslee.
|e author.
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| 700 |
1 |
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|a Gunn, John H.
|e author.
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| 700 |
1 |
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|a Gerwin, David.
|e author.
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| 700 |
1 |
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|a Bembenutty, Héfer.
|e author.
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| 710 |
2 |
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|a SpringerLink (Online service)
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| 773 |
0 |
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|t Springer eBooks
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| 776 |
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8 |
|i Printed edition:
|z 9783319291444
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| 830 |
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|a SpringerBriefs in Education,
|x 2211-1921
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| 856 |
4 |
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|u http://dx.doi.org/10.1007/978-3-319-29146-8
|z Full Text via HEAL-Link
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| 912 |
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|a ZDB-2-EDA
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| 950 |
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|a Education (Springer-41171)
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