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Navigating the Contested Terrain of Teacher Education Policy and Practice: Authors Respond to SCALE

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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
FullText Text:
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  Data: Navigating the Contested Terrain of Teacher Education Policy and Practice: Authors Respond to SCALE
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Reader+Response%22">Reader Response</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Ideology%22">Ideology</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Evaluation%22">Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Based+Assessment%22">Performance Based Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Improvement%22">Program Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Strategies%22">Change Strategies</searchLink>
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  Data: 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.
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  Data: 2018
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      – SubjectFull: Educational Practices
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