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Full-Text Articles in Education
Navigating The Contested Terrain Of Teacher Education Policy And Practice: Authors Respond To Scale, Nick Henning, Alison G. Dover, Erica Dotson, Ruchi Argwal Rangnath, Christine Clayton, Martha K. Donovan, Susan Ophelia Cannon, Stephanie Behm Cross, Alyssa Dunn
Navigating The Contested Terrain Of Teacher Education Policy And Practice: Authors Respond To Scale, Nick Henning, Alison G. Dover, Erica Dotson, Ruchi Argwal Rangnath, Christine Clayton, Martha K. Donovan, Susan Ophelia Cannon, Stephanie Behm Cross, Alyssa Dunn
Middle and Secondary Education Faculty Publications
Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary. The authors’ responses raise concerns about equity, fairness, and unintended consequences of teacher performance assessments. These responses highlight the need for continued dialogue on ways to improve teacher education and strengthen the teaching profession.
The University Supervisor, Edtpa, And The Making Of The New Teacher, Martha K. Donovan, Susan Ophelia Cannon
The University Supervisor, Edtpa, And The Making Of The New Teacher, Martha K. Donovan, Susan Ophelia Cannon
Middle and Secondary Education Faculty Publications
As university supervisors at a large, urban university in the southern US, we examined the ways that the Education Teacher Performance Assessment (edTPA) shaped the pedagogic relationships and decision-making processes of our students and ourselves during the spring of 2016. We situated this study of edTPA within the framework of critical policy scholarship (Grace, 1984, cited in Lipman, 2010) by reviewing the role of tests in licensing teachers in the context of the perpetual reform of U.S. education. We drew upon Biesta’s (2009) notion that neoliberal accountability trades democratic relationships for consumer relationships and Attick and Boyles’ (2016) argument that …