Navigating the Contested Terrain of Teacher Education Policy and Practice: Authors Respond to SCALE
Saved in:
| Title: | Navigating the Contested Terrain of Teacher Education Policy and Practice: Authors Respond to SCALE |
|---|---|
| Language: | English |
| Authors: | Henning, Nick, Dover, Alison G., Dotson, Erica, Agarwal-Rangath, Ruchi, Clayton, Christine D., Donovan, Martha K., Cannon, Susan O., Cross, Stephanie Behm, Dunn, Alyssa Hadley |
| Source: | Education Policy Analysis Archives. Mar 2018 26(31). |
| Availability: | Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Descriptive Opinion Papers |
| Descriptors: | Teacher Education, Educational Policy, Educational Practices, Reader Response, Social Justice, Equal Education, Ideology, Intention, Program Effectiveness, Teacher Evaluation, Performance Based Assessment, Program Improvement, Change Strategies |
| ISSN: | 1068-2341 |
| Abstract: | Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary. The authors' responses raise concerns about equity, fairness, and unintended consequences of teacher performance assessments. These responses highlight the need for continued dialogue on ways to improve teacher education and strengthen the teaching profession. |
| Abstractor: | As Provided |
| Number of References: | 37 |
| Entry Date: | 2018 |
| Accession Number: | EJ1173573 |
| Database: | ERIC |
| Abstract: | Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary. The authors' responses raise concerns about equity, fairness, and unintended consequences of teacher performance assessments. These responses highlight the need for continued dialogue on ways to improve teacher education and strengthen the teaching profession. |
|---|---|
| ISSN: | 1068-2341 |
