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Policy, Professionalization, Privatization, and Performance Assessment

Affordances and Constraints for Teacher Education Programs

  • Theresa J. Gurl
  • Limarys Caraballo
  • Leslee Grey
  • John H. Gunn
  • David Gerwin
  • Héfer Bembenutty

Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Table of contents

  1. Front Matter
    Pages i-xv
  2. Theresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin, Héfer Bembenutty
    Pages 1-8
  3. Theresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin, Héfer Bembenutty
    Pages 9-27
  4. Theresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin, Héfer Bembenutty
    Pages 29-44
  5. Theresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin, Héfer Bembenutty
    Pages 45-64
  6. Theresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin, Héfer Bembenutty
    Pages 65-87
  7. Theresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin, Héfer Bembenutty
    Pages 89-117
  8. Theresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin, Héfer Bembenutty
    Pages 119-133
  9. Back Matter
    Pages 135-137

About this book

Introduction

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.

Keywords

Initial teacher certification Mandated performance assessment Mathematics teacher education Preservice education Teacher learning Teacher preparation programs

Authors and affiliations

  • Theresa J. Gurl
    • 1
  • Limarys Caraballo
    • 2
  • Leslee Grey
    • 3
  • John H. Gunn
    • 4
  • David Gerwin
    • 5
  • Héfer Bembenutty
    • 6
  1. 1.City University of New YorkQueens College of theQueensUSA
  2. 2.City University of New YorkQueens College of theQueensUSA
  3. 3.City University of New YorkQueens College of theQueensUSA
  4. 4.City University of New YorkQueens College of theQueensUSA
  5. 5.City University of New YorkQueens CollegeNew YorkUSA
  6. 6.The City University of New YorkQueens College ofQueensUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-29146-8
  • Copyright Information The Author(s) 2016
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-29144-4
  • Online ISBN 978-3-319-29146-8
  • Series Print ISSN 2211-1921
  • Series Online ISSN 2211-193X
  • Buy this book on publisher's site