| 書目名稱 | Policy, Professionalization, Privatization, and Performance Assessment | | 副標題 | Affordances and Cons | | 編輯 | Theresa J. Gurl,Limarys Caraballo,Héfer Bembenutty | | 視頻video | http://file.papertrans.cn/750/749971/749971.mp4 | | 概述 | 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 in | | 叢書名稱 | SpringerBriefs in Education | | 圖書封面 |  | | 描述 | 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. | | 出版日期 | Book 2016 | | 關鍵詞 | Initial teacher certification; Mandated performance assessment; Mathematics teacher education; Preservi | | 版次 | 1 | | doi | https://doi.org/10.1007/978-3-319-29146-8 | | isbn_softcover | 978-3-319-29144-4 | | isbn_ebook | 978-3-319-29146-8Series ISSN 2211-1921 Series E-ISSN 2211-193X | | issn_series | 2211-1921 | | copyright | The Author(s) 2016 |
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