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Reclaiming Accountability in Teacher Education [Kietas viršelis]

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  • Formatas: Hardback, 240 pages, aukštis x plotis x storis: 231x157x17 mm, weight: 470 g
  • Išleidimo metai: 20-Apr-2018
  • Leidėjas: Teachers' College Press
  • ISBN-10: 0807759325
  • ISBN-13: 9780807759325
Kitos knygos pagal šią temą:
Reclaiming Accountability in Teacher EducationDidesnis paveikslėlis
  • Formatas: Hardback, 240 pages, aukštis x plotis x storis: 231x157x17 mm, weight: 470 g
  • Išleidimo metai: 20-Apr-2018
  • Leidėjas: Teachers' College Press
  • ISBN-10: 0807759325
  • ISBN-13: 9780807759325
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780807759325.html
Raktažodžiai:
"1. The book offers teacher educators and stakeholders an overview of accountability in the era of education reform and embraces teacher education accountability as a lever for reconstructing its targets, purposes, and consequences in keeping with the larger democratic project. 2. The book introduces a framework, eight dimensions of accountability, for interrogating dimensions of accountability policy and practice by revealing an accountability initiative's operation but also exposing underlying values and principles, theory of change, and relationship to larger political and policy agendas. 3. Using the authors' framework, eight dimensions of accountability, the book deconstructs four of the most visible education reform initiatives relevant to teacher educators and education stakeholders. The book proposes a rallying call to teacher educators and stakeholders to reclaim accountability using a new approach: democratic accountability in teacher education" --

Recenzijos

Rethinking Accountability in Teacher Education is timely and important. It does far more than expose the limits of our current accountability model and the dire consequences of continuing to look to market-based solutions as a means to improve public education. Its most important contribution is the call to action for teacher educators to fight against these reforms and to protect the democratic promise that our strained and beleaguered system still holds.



Teachers College Record

Acknowledgments xi
PART I TEACHER EDUCATION IN THE ERA OF ACCOUNTABILITY
1 Accountability in Uncertain Times
3(12)
Reclaiming Accountability
4(1)
Accountability and Democratic Education
5(2)
The Discourses of Accountability
7(2)
A New Political Climate for Education?
9(3)
Reading This Book
12(3)
2 Teacher Education's Era of Accountability
15(18)
The Era of Accountability
16(2)
Unprecedented Global Attention to Teacher Quality Tied to Neoliberal Economics
18(2)
Continuous Public Narrative About the Failure of Teachers/Teacher Education
20(3)
Teacher Education as a Policy Problem
23(2)
The Teacher Education Establishment's Accountability Turn
25(3)
Education Reform as the Cure for Inequality
28(3)
Whither the Era of Accountability?
31(2)
3 The Eight Dimensions of Accountability
33(22)
Theorizing Accountability in Education and the Public Sector
35(2)
The Eight Dimensions of Accountability: A Framework for Making Sense of Accountability in Teacher Education
37(5)
The Foundations of Accountability: Values, Purpose, and Concepts
42(3)
The Problem of Teacher Education: Diagnostic and Prognostic Dimensions
45(2)
Power Relationships in Accountability: Control, Content, and Consequences
47(8)
PART II THE PROBLEM WITH ACCOUNTABILITY: FOUR CASES
4 Tug of War: Federally Mandated Reporting Requirements for Teacher Education
55(21)
Context: Federal Involvement in Teacher Education
57(3)
2016 HE A/Title II Reporting Regulations: An Eight-Dimensional Analysis
60(8)
2016 HE A/Title II Reporting Regulations: Theory of Change and the Related Evidence
68(3)
Impact and Implications
71(5)
5 A Would-Be Watchdog: CAEP's Problematic Approach to Professional Accountability
76(18)
CAEP Accreditation: A Beacon for Unified Professional Accountability?
77(3)
CAEP Accreditation: An Eight-Dimensional Analysis
80(6)
CAEP Accreditation: Theory of Change and the Related Evidence
86(4)
Impact and Implications: The Jury Is Still Out
90(4)
6 NCTQ: Shame and Blame in Market-Based Teacher Accountability
94(19)
Context: NCTQ's History and Approach
95(3)
NCTQ's Teacher Prep Reviews: An Eight-Dimensional Analysis
98(6)
NCTQ: Theory of Change and the Related Evidence
104(5)
Impact and Implications: NCTQ's Impact on the Field?
109(4)
7 edTPA: Performance, Professionalization, and Pearson
113(22)
Context: Understanding edTPA
114(2)
edTPA: An Eight-Dimensional Analysis
116(7)
Claims and Evidence: Authenticity, Improvement, and Professionalization
123(4)
Impact and Implications: Examining edTPA's Influence on Teacher Education
127(5)
The Uncertain Future of edTPA
132(3)
PART III RECLAIMING ACCOUNTABILITY
8 The Problem with Accountability
135(18)
The Accountability Paradigm in Teacher Education
136(1)
The Foundations of the Accountability Paradigm
137(5)
The Problem of Teacher Education in the Accountability Paradigm
142(5)
Power Relationships in the Accountability Paradigm
147(4)
Rejecting the Accountability Paradigm, Preserving Accountability
151(2)
9 Democratic Accountability in Teacher Education
153(31)
The Foundations of Democratic Accountability in Teacher Education
154(6)
The Problem of Teacher Education from the Perspective of Democratic Accountability
160(4)
Power Relationships in the Democratic Approach to Teacher Education Accountability
164(7)
Toward Democratic Accountability in Teacher Education: Promising Practices
171(10)
Now More Than Ever
181(3)
References 184(28)
Index 212(15)
About the Authors 227
Marilyn Cochran-Smith holds the Cawthorne Chair in Teacher Education for Urban Schools at the Lynch School of Education, Boston College. Molly Cummings Carney is a doctoral student at Boston College. Elizabeth Stringer Keefe is a teacher educator and faculty coordinator of Graduate Studies in Autism at Lesley University. Stephani Burton is a doctoral candidate at Boston College. Wen-Chia Chang is an adjunct faculty member in the Department of Measurement, Evaluation, Statistics, and Assessment at Boston College. M. Beatriz Fernįndez is a faculty researcher and director of a teacher preparation program at Alberto Hurtado University in Chile. Andrew F. Miller is the director of academics for the Archdiocese of Boston Catholic Schools Office. Juan Gabriel Sįnchez is a doctoral candidate at Boston College. Megina Baker is a researcher on the Pedagogy of Play project at Harvard Graduate School of Educations Project Zero.