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Data and learning that affords program improvement: a response to the U.S. accountability movement in teacher education.

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Title: Data and learning that affords program improvement: a response to the U.S. accountability movement in teacher education.
Authors: Sloan, Tine1 tine@education.ucsb.edu
Source: Educational Research for Policy & Practice. Oct2015, Vol. 14 Issue 3, p259-271. 13p.
Subject Terms: *Program improvement (Education), *Teacher education, *Educational accountability, *Education policy, Organizational change, United States education system
Geographic Terms: United States
Abstract: The current U.S. education agenda places unprecedented attention on improving the quality of its roughly fifteen hundred teacher preparation programs. The effort places considerable weight on measuring program effectiveness and includes a push to hold programs accountable for their graduates' effects on student performance. Concerns regarding the use of value-added methodologies for this purpose, combined with unsatisfactory measures historically in use (e.g., multiple-choice tests of teaching knowledge, surveys of program graduates), have led many states to adopt the use of a teaching performance measure (see, e.g., and ). States and programs have allocated significant resources to the use of multiple metrics in the quest for program accountability, but far less effort has been paid to the use of such metrics for program improvement. Given the rather limited research on how programs use these data to improve (see e.g., Peck and McDonald in New Educ 9(1):12-28, ), the following offers a case analysis of faculty learning as a function of data use for program improvement. In particular, the case presents an analysis of the types of data that mediated faculty learning within a program, and the organizational conditions that facilitated learning and program renewal. [ABSTRACT FROM AUTHOR]
Copyright of Educational Research for Policy & Practice is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: *<searchLink fieldCode="DE" term="%22Program+improvement+%28Education%29%22">Program improvement (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+accountability%22">Educational accountability</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+change%22">Organizational change</searchLink><br /><searchLink fieldCode="DE" term="%22United+States+education+system%22">United States education system</searchLink>
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  Data: The current U.S. education agenda places unprecedented attention on improving the quality of its roughly fifteen hundred teacher preparation programs. The effort places considerable weight on measuring program effectiveness and includes a push to hold programs accountable for their graduates' effects on student performance. Concerns regarding the use of value-added methodologies for this purpose, combined with unsatisfactory measures historically in use (e.g., multiple-choice tests of teaching knowledge, surveys of program graduates), have led many states to adopt the use of a teaching performance measure (see, e.g., and ). States and programs have allocated significant resources to the use of multiple metrics in the quest for program accountability, but far less effort has been paid to the use of such metrics for program improvement. Given the rather limited research on how programs use these data to improve (see e.g., Peck and McDonald in New Educ 9(1):12-28, ), the following offers a case analysis of faculty learning as a function of data use for program improvement. In particular, the case presents an analysis of the types of data that mediated faculty learning within a program, and the organizational conditions that facilitated learning and program renewal. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Research for Policy & Practice is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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