9783319291444-3319291440-Policy, Professionalization, Privatization, and Performance Assessment: Affordances and Constraints for Teacher Education Programs (SpringerBriefs in Education)

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

ISBN-13: 9783319291444
ISBN-10: 3319291440
Edition: 1st ed. 2016
Author: Leslee Grey, Theresa J. Gurl, Héfer Bembenutty, David Gerwin, Limarys Caraballo, John H. Gunn
Publication date: 2016
Publisher: Springer
Format: Paperback 152 pages
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Book details

ISBN-13: 9783319291444
ISBN-10: 3319291440
Edition: 1st ed. 2016
Author: Leslee Grey, Theresa J. Gurl, Héfer Bembenutty, David Gerwin, Limarys Caraballo, John H. Gunn
Publication date: 2016
Publisher: Springer
Format: Paperback 152 pages

Summary

Policy, Professionalization, Privatization, and Performance Assessment: Affordances and Constraints for Teacher Education Programs (SpringerBriefs in Education) (ISBN-13: 9783319291444 and ISBN-10: 3319291440), written by authors Leslee Grey, Theresa J. Gurl, Héfer Bembenutty, David Gerwin, Limarys Caraballo, John H. Gunn, was published by Springer in 2016. With an overall rating of 4.5 stars, it's a notable title among other books. You can easily purchase or rent Policy, Professionalization, Privatization, and Performance Assessment: Affordances and Constraints for Teacher Education Programs (SpringerBriefs in Education) (Paperback) from BooksRun, along with many other new and used books and textbooks. And, if you're looking to sell your copy, our current buyback offer is $0.3.

Description

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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