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  • © 2016

Policy, Professionalization, Privatization, and Performance Assessment

Affordances and Constraints for Teacher Education Programs

Authors:

  1. Theresa J. Gurl

    1. City University of New York, Queens College of the, Queens, USA

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  2. Limarys Caraballo

    1. City University of New York, Queens College of the, Queens, USA

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  3. Leslee Grey

    1. City University of New York, Queens College of the, Queens, USA

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  4. John H. Gunn

    1. City University of New York, Queens College of the, Queens, USA

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  5. David Gerwin

    1. City University of New York, Queens College, New York, USA

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  6. Héfer Bembenutty

    1. The City University of New York, Queens College of, Queens, USA

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  • Presents the unique perspectives of early ?edTPA implementation in multiple content area teacher preparation programs
  • Offers ?a conceptual framework that situates current educational reforms at the intersection of major sociopolitical? trend
  • Frames performance assessment in the broader context of history and policy in teacher education
  • Discusses the impact of recent reforms in preservice teacher assessment, grounded in the specific experiences of three content areas
  • Includes supplementary material: sn.pub/extras

Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)

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Table of contents (7 chapters)

  1. Front Matter

    Pages i-xv
    PDF

  2. Crisis, Revolution, Reform, and edTPA in the Context of Teacher Education

    • Theresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin, Héfer Bembenutty
    Pages 1-8

  3. Historical Context of Teacher Assessment and Evaluation

    • Theresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin, Héfer Bembenutty
    Pages 9-27

  4. The Intersection of Professionalization, Policy, Performance Assessment, and Privatization as a Conceptual Frame in Teacher Education

    • Theresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin, Héfer Bembenutty
    Pages 29-44

  5. Professionalization, Policy, Performance Assessment and Privatization in Mathematics

    • Theresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin, Héfer Bembenutty
    Pages 45-64

  6. Performance Assessment, Policy, Privatization, and Professionalization in English Teacher Education

    • Theresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin, Héfer Bembenutty
    Pages 65-87

  7. Professionalization, Policy, Performance Assessment, and Privatization in Social Studies

    • Theresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin, Héfer Bembenutty
    Pages 89-117

  8. Signature Pedagogies and Other Implications

    • Theresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn, David Gerwin, Héfer Bembenutty
    Pages 119-133

  9. Back Matter

    Pages 135-137
    PDF
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About this book

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.
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Keywords

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Authors and Affiliations

  • City University of New York, Queens College of the, Queens, USA

    Theresa J. Gurl, Limarys Caraballo, Leslee Grey, John H. Gunn

  • City University of New York, Queens College, New York, USA

    David Gerwin

  • The City University of New York, Queens College of, Queens, USA

    Héfer Bembenutty

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Bibliographic Information

  • Book Title: Policy, Professionalization, Privatization, and Performance Assessment

  • Book Subtitle: Affordances and Constraints for Teacher Education Programs

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

  • Series Title: SpringerBriefs in Education

  • DOI: https://doi.org/10.1007/978-3-319-29146-8

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Author(s) 2016

  • Softcover ISBN: 978-3-319-29144-4Published: 02 March 2016

  • eBook ISBN: 978-3-319-29146-8Published: 19 February 2016

  • Series ISSN: 2211-1921

  • Series E-ISSN: 2211-193X

  • Edition Number: 1

  • Number of Pages: XV, 137

  • Topics: Assessment, Testing and Evaluation, Teaching and Teacher Education, Educational Policy and Politics

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Buy it now

eBook USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Other ways to access

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