Policy, Professionalization, Privatization, and Performance Assessment: Affordances and Constraints for Teacher Education Programs: 0 (SpringerBriefs in Education) - Tapa blanda

Libro 65 de 239: SpringerBriefs in Education

Gurl, Theresa J. J.; Caraballo, Limarys; Grey, Leslee; Gunn, John H.; Gerwin, David; Bembenutty, Héfer

 
9783319291444: Policy, Professionalization, Privatization, and Performance Assessment: Affordances and Constraints for Teacher Education Programs: 0 (SpringerBriefs in Education)
Tapa blanda
ISBN 10: 3319291440 ISBN 13: 9783319291444
Editorial: Springer, 2016

Sinopsis

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.

"Sinopsis" puede pertenecer a otra edición de este libro.

De la contraportada

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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Editorial
Springer
Año de publicación
2016
Idioma
Inglés
ISBN 10 
3319291440
ISBN 13 
9783319291444
Encuadernación
Tapa blanda
Número de edición
1
Número de páginas
156
Contacto del fabricante
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