of interaction associated with the shift from static print to dynamic/interactive DCR, a shift that has the potential to support different forms of personalised learning and interaction with resources. Hence, we claim that DCR offer opportunities for change: of understandings concerning the design and use of DCR; of their quality; and of the processes related to teacher/student interactions with DCR-they provide indeed the foundations for change.

Abstract:The edTPA is a teaching performance assessment (TPA) that the states of New York and Washington implemented as a licensure requirement in 2013. While TPAs are not new modes of assessment, New York and Washington are the first states to use the edTPA specifically as a compulsory, high-stakes policy lever in an effort to strengthen the quality and accountability of teachers and teacher educators. This study examines 24 New York and Washington teaching candidates' experiences with the edTPA during its first year of consequential use for state certification. The data, drawn from qualitative interviews that were part of a larger mixed-methods study, reveal that preservice teachers had to mediate several tensions associated with the edTPA's dual role as a formative assessment tool and a licensure mechanism. In this paper, we identify those tensions, describe candidates' efforts to mediate them, and discuss the extent to which that Education Policy Analysis Archives Vol. 23 No.103 2 mediation process may or may not contribute to the improvement of teachers' practices. Given the edTPA's positioning in a policy context -specifically, the potential for the assessment's locus of control, high stakes, and opaque rating process to distort the procedures it is intended to measurethe paper concludes with recommendations for teacher education programs aimed at capitalizing on the edTPA's benefits and mitigating its unproductive tensions. Keywords: edTPA; preservice teacher education; teaching performance assessment; teacher certification; teacher accountability; educational reform. Adaptaciones de Futuros Maestros a Tensiones Asociadas a la edTPA Durante su Pronta Aplicación en los Estados de Nueva York y WashingtonResumen: El edTPA es un proceso de evaluación de rendimiento adoptado en el 2013 por los estados de New York y Washington como requisito para la certificación de maestros. Aunque el uso de TPA como método de evaluación no es una práctica nueva, New York y Washington son los primeros estados en utilizar edTPA específicamente como política compulsoria y de alto impacto en un esfuerzo para mejorar la calidad y responsabilidad de maestros y educadores de maestros. Este estudio examina las experiencias de 24 candidatos a certificación de maestro en New York y Washington durante el primer año de uso consecuente del edTPA para certificación en esos estados. Los datos, obtenidos a través de entrevistas cualitativas como parte de un estudio de métodos mixtos, revelan que los maestros tuvieron que mediar varias tensiones asociadas con el doble papel que juega el edTPA como instrumento evaluativo y mecanismo de certificación. En este artículo, identificamos estas tensiones, describimos los esfuerzos de los maestros candidatos al tratar de mediarlas, y discutimos a que nivel el proceso de mediación contribuye o no al mejoramiento de la práctica de cada maestro. Dada la posición de edTPA en el contexto político -específicamente, su potencial para distorsionar el proceso al cual pretende evaluar dado su locus de contro...

This study focused on the use of curriculum materials for three teachers who had enacted instructional sequences from the materials on multiple occasions. The study investigated how the teachers drew on the materials, what they understood about the curriculum resources, and how they connected their use of the materials to their observations of student thinking. There were similarities across the teachers, particularly with respect to their goals and how they read and followed recommendations in the teacher resource materials. There were differences in how their task revisions were in response to what they observed about student thinking. The teacher who most intensively observed student thinking made connections between her interpretations of students' strategies and her use of the curriculum resources, allowing her to design learned adaptations. Learned adaptations required both an understanding of the design rationale and empirically developed knowledge of how that rationale played out in practice. The empirically developed knowledge could not be totally anticipated by the designers, in part because it developed within a particular context by a teacher with particular characteristics. The case of the teacher who developed learned adaptations showed how these complementary forms of knowledge helped her to use the curriculum resources in ways that enhanced students' opportunities for sense making. Furthermore, her adaptations were intended to facilitate success not only at the task level, but also across instructional sequences as well. This study also shows how professional vision is not limited to informing only in-the-moment instructional decisions, but also to the use of curriculum materials.

Digital content is increasingly present in U.S. K-12 classrooms, with a current push by federal officials to increase the rate at which digital textbooks are adopted. While some teachers' use of electronic resources involves locating activities and lessons from various internet sites, textbook and educational software companies have begun to develop comprehensive programs that can supplement if not fully replace traditional paper textbooks. Digital platforms can be transformative, with possibilities for frequent updating, access to multimedia resources, connection to virtual communities, lower production and distribution costs, and customized instruction. However, there have been no attempts to analyze specific programs in mathematics education with respect to these and other features, a gap we seek to address. In this article, we developed and applied a framework to analyze a representative sample of digital curriculum programs in order to help educators better understand characteristics of these materials. We documented two distinct curriculum types, individualized learning programs and digitized versions of traditional textbooks. While the programs offered some of the features identified as transformative, particularly with respect to assessment systems that rapidly and visually report student performance, there were many features that did not take full advantage of the digital medium.