New Federal Teacher Preparation Accountability Regulation: Reshaping Political, Professional, and Market Forces
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| Title: | New Federal Teacher Preparation Accountability Regulation: Reshaping Political, Professional, and Market Forces |
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| Language: | English |
| Authors: | Fernandez Cofre, Maria Beatriz, Burton, Stephani |
| Source: | AERA Online Paper Repository. 2016. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2016 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Accountability, Policy Analysis, Teacher Education, Political Influences, Neoliberalism, Educational Policy, Higher Education, Federal Regulation, Correlation, Teacher Education Programs, Teacher Effectiveness, Economic Factors, Knowledge Economy, Professional Associations, Teacher Educators, Teacher Attitudes, College Faculty, Teacher Evaluation, Criticism, Program Improvement, Administrative Organization, Federal State Relationship |
| Abstract: | This study offers a critical policy analysis of the 2014 teacher preparation regulation proposed by the federal government, designed to alter the higher education accountability system. Using frame analysis and Burke's Accountability Triangle (2005), we reviewed 74 policy documents and tools, media artifacts, and position statements relevant to the new regulation. Our critical analysis revealed a shift between the political, professional, and market forces identified by Burke (2005) in higher education accountability systems. The new federal regulation concentrates political accountability forces within the U.S. Department of Education, limiting autonomy at the state level. Our analysis also revealed that the political and market forces overlapped, as political priorities are directly connected to market interests and logic. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Access URL: | https://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository |
| Accession Number: | ED595521 |
| Database: | ERIC |
| Abstract: | This study offers a critical policy analysis of the 2014 teacher preparation regulation proposed by the federal government, designed to alter the higher education accountability system. Using frame analysis and Burke's Accountability Triangle (2005), we reviewed 74 policy documents and tools, media artifacts, and position statements relevant to the new regulation. Our critical analysis revealed a shift between the political, professional, and market forces identified by Burke (2005) in higher education accountability systems. The new federal regulation concentrates political accountability forces within the U.S. Department of Education, limiting autonomy at the state level. Our analysis also revealed that the political and market forces overlapped, as political priorities are directly connected to market interests and logic. |
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