Teacher Performance Assessment and Accountability Reforms

Zusatztext

Winner of the 2017 AESA Critic's Choice Book Award 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.

Autorenportrait

Julie H. Carter is Associate Professor of Education and Director of the Teaching English to Speakers of Other Languages Program at DYouville College, USA. Her research interests include teacher identities, the influence of innovative pedagogies, and the impacts of educational policy on teachers.  Hilary A. Lochte is Professor of Education and Education Department Chair at DYouville College, USA. Her research interests include culturally relevant pedagogy in teacher education, diversity in childrens and young adult literature, and policy impacts on teacher education.

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