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Teacher performance assessment and a...

Carter, Julie H.

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Teacher performance assessment and accountability reforms = the impacts of edTPA on teaching and schools /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher performance assessment and accountability reforms/ edited by Julie H. Carter, Hilary A. Lochte.
Reminder of title:	the impacts of edTPA on teaching and schools /
other author:	Carter, Julie H.
Published:	New York :Palgrave Macmillan US : : 2017.,
Description:	xi, 217 p. :ill., digital ;24 cm.
[NT 15003449]:	Chapter 1. Introduction -- Chapter 2. Teacher blame and corporate gain: edTPA and the takeover of teacher education -- Chapter 3. New York's edTPA: The Perfect Solution to a Wrongly Identified Problem -- Chapter 4. Reliability and Validity of edTPA -- Chapter 5. Raising the stakes: Objectifying teaching in the edTPA and Danielson Rubrics -- Chapter 6. "We Do Everything with edTPA": Interrupting and Disrupting Teacher Education in Troubling Times -- Chapter 7. Ensuring Quality Teacher Candidates: Does the edTPA Answer the Call? -- Chapter 8. The edTPA: high-stakes assessment versus social justice teaching in the Pacific Northwest -- Chapter 9. A Disability Studies in Education Analysis Using Student and Faculty Perspectives of the Special Education edTPA -- Chapter 10. How do you talk to a politician about the edTPA? Advocacy through inquiry and social justice around high stakes assessment -- Chapter 11. "Run like Hell" to "Look Before you Leap": Teacher Educators' Responses To Preparing Teachers For Diversity and Social Justice In The Wake Of edTPA.
Contained By:	Springer eBooks
Subject:	Assessment. -
Online resource:	http://dx.doi.org/10.1057/978-1-137-56000-1
ISBN:	9781137560001

Teacher performance assessment and accountability reforms = the impacts of edTPA on teaching and schools /
Teacher performance assessment and accountability reformsthe impacts of edTPA on teaching and schools /[electronic resource] :edited by Julie H. Carter, Hilary A. Lochte. - New York :Palgrave Macmillan US :2017. - xi, 217 p. :ill., digital ;24 cm.

Chapter 1. Introduction -- Chapter 2. Teacher blame and corporate gain: edTPA and the takeover of teacher education -- Chapter 3. New York's edTPA: The Perfect Solution to a Wrongly Identified Problem -- Chapter 4. Reliability and Validity of edTPA -- Chapter 5. Raising the stakes: Objectifying teaching in the edTPA and Danielson Rubrics -- Chapter 6. "We Do Everything with edTPA": Interrupting and Disrupting Teacher Education in Troubling Times -- Chapter 7. Ensuring Quality Teacher Candidates: Does the edTPA Answer the Call? -- Chapter 8. The edTPA: high-stakes assessment versus social justice teaching in the Pacific Northwest -- Chapter 9. A Disability Studies in Education Analysis Using Student and Faculty Perspectives of the Special Education edTPA -- Chapter 10. How do you talk to a politician about the edTPA? Advocacy through inquiry and social justice around high stakes assessment -- Chapter 11. "Run like Hell" to "Look Before you Leap": Teacher Educators' Responses To Preparing Teachers For Diversity and Social Justice In The Wake Of edTPA.

This book provides multiple perspectives on the dual struggle that teacher educators currently face as they make sense of edTPA while preparing their pre-service teachers for this high stakes teacher exam. The adoption of nationalized teacher performance exams has raised concerns about the influence of corporate interests in teacher education, the objectivity of nationalized teaching standards, and ultimately the overarching political and economic interests shaping the process, format, and nature of assessment itself. Through an arc of scholarship from various perspectives, this book explores a range of questions about the goals and interests at work in the roll out of the edTPA assessment and gives voice to those most affected by these policy changes, teacher educators, and teacher education students.

ISBN: 9781137560001

Standard No.: 10.1057/978-1-137-56000-1doiSubjects--Topical Terms:

3219410
Assessment.

LC Class. No.: LB2838 / .T43 2017

Dewey Class. No.: 371.144

Teacher performance assessment and accountability reforms = the impacts of edTPA on teaching and schools /
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245 0 0 $a Teacher performance assessment and accountability reforms $h [electronic resource] : $b the impacts of edTPA on teaching and schools / $c edited by Julie H. Carter, Hilary A. Lochte.
260 $a New York : $b Palgrave Macmillan US : $b Imprint: Palgrave Macmillan, $c 2017.
300 $a xi, 217 p. : $b ill., digital ; $c 24 cm.
505 0 $a Chapter 1. Introduction -- Chapter 2. Teacher blame and corporate gain: edTPA and the takeover of teacher education -- Chapter 3. New York's edTPA: The Perfect Solution to a Wrongly Identified Problem -- Chapter 4. Reliability and Validity of edTPA -- Chapter 5. Raising the stakes: Objectifying teaching in the edTPA and Danielson Rubrics -- Chapter 6. "We Do Everything with edTPA": Interrupting and Disrupting Teacher Education in Troubling Times -- Chapter 7. Ensuring Quality Teacher Candidates: Does the edTPA Answer the Call? -- Chapter 8. The edTPA: high-stakes assessment versus social justice teaching in the Pacific Northwest -- Chapter 9. A Disability Studies in Education Analysis Using Student and Faculty Perspectives of the Special Education edTPA -- Chapter 10. How do you talk to a politician about the edTPA? Advocacy through inquiry and social justice around high stakes assessment -- Chapter 11. "Run like Hell" to "Look Before you Leap": Teacher Educators' Responses To Preparing Teachers For Diversity and Social Justice In The Wake Of edTPA.
520 $a This book provides multiple perspectives on the dual struggle that teacher educators currently face as they make sense of edTPA while preparing their pre-service teachers for this high stakes teacher exam. The adoption of nationalized teacher performance exams has raised concerns about the influence of corporate interests in teacher education, the objectivity of nationalized teaching standards, and ultimately the overarching political and economic interests shaping the process, format, and nature of assessment itself. Through an arc of scholarship from various perspectives, this book explores a range of questions about the goals and interests at work in the roll out of the edTPA assessment and gives voice to those most affected by these policy changes, teacher educators, and teacher education students.
650 0 $a Assessment. $3 3219410
650 0 $a Educational accountability. $3 539349
650 0 $a Teacher effectiveness. $3 567307
650 0 $a Teachers $x Rating of. $3 533850
650 1 4 $a Education. $3 516579
650 2 4 $a Teaching and Teacher Education. $3 1001835
650 2 4 $a Assessment, Testing and Evaluation. $3 897018
700 1 $a Carter, Julie H. $3 3219408
700 1 $a Lochte, Hilary A. $3 3219409
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer eBooks
856 4 0 $u http://dx.doi.org/10.1057/978-1-137-56000-1
950 $a Education (Springer-41171)