High-stakes assessment in elementary education teacher preparation: Educators’ perceptions and actions resulting in curriculum change

Tanguay, Carla L.

doi:10.14507/epaa.28.4840

Cited by 4 publications

(3 citation statements)

References 28 publications

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“…Educational interventions have both intended and unintended manifestations in the systems in which they are enacted (Heck, 2004;Tanguay, 2020). Uncovering unintended and/or unanticipated effects is critical for fully understanding reform enactment and scaling up processes.…”

Section: Intended and Unintended Impacts Of Reformsmentioning

confidence: 99%

Reform ripples: The role of recontextualization in scaling up

Aderet-German

Lefstein

2021

EPAA

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This paper explores how educational interventions impact the districts they are implemented in above and beyond their intended outcomes. We argue that such unplanned “ripple effects”, in which program elements are recontextualized into other settings, are an important aspect of bringing educational interventions to scale. We analyze these phenomena in one Israeli district in which a teacher leadership and professional learning community initiative has been implemented and rapidly scaled up over the past five years. Extensive longitudinal ethnographic data were collected, including participant-observation in schools, professional development workshops, district management meetings and initiative-related events; 75 interviews with teachers and school and district management; and multiple informal conversations. We identify “ripples” in four arenas, and discuss the importance of individuals as mechanisms for transferring ideas across contexts, the role of ripples in advancing the initiative’s ethos, and the ripples’ long-term sustainability. Our findings suggest more attention should be paid to the impact of educational reforms on meaningful change beyond their original aims and settings. Alongside possible affordances these ripple effects have in the scaling up process, careful consideration should be given to their latent disadvantages, such as obscuring the program’s primary agenda.

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Section: Intended and Unintended Impacts Of Reformsmentioning

confidence: 99%

Reform ripples: The role of recontextualization in scaling up

Aderet-German

Lefstein

2021

EPAA

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“…Leaders of organizations also shape who is accessible and what information is collectively shared (Coburn & Russell, 2008). In the case of edTPA, it is therefore possible for a dean or program director/coordinator to play an analogous role to that of the principal (De Voto & Thomas, 2020;Tanguay, 2020).…”

Section: Organizational Contextmentioning

confidence: 99%

The Struggle to Professionalize Teaching: Examining edTPA as a Professionalization and Deprofessionalization Tool

Voto

Gottlieb

2021

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: In the United States, strengthening the professionalization of teaching and teacher education has received extensive attention. Notably, the educative Teacher Performance Assessment (edTPA) has gained traction. Developed by the Stanford Center for Assessment, Learning, & Equity (SCALE) in 2009, edTPA requires teacher candidates to videotape their teaching and reflect via three different tasks: planning, instructing, and assessing. More than one third (900+) of all teacher preparation programs (TPPs) across 41 states are now using edTPA, making it the most widely used licensure assessment in the field. Objective: In this study, we examine differences in how stakeholders (i.e., administrators, faculty, and staff) within and across TPPs are making sense of edTPA. We then examine why such differences in edTPA sensemaking have transpired, including varying policy designs, organizational contexts, and individual attitudes/values. Finally, we illustrate how these differences reflect a deeper historical dilemma in teacher education between those supporting professionalism (i.e., program-specific attitudes/beliefs) and those supporting the professionalization of teaching (i.e., structural or systemic characteristics across programs). Participants: Through purposive and snowball sampling, we interviewed 69 stakeholders across eight TPPs in two states, Illinois and Iowa. These stakeholders were interviewed between 2015 and 2018, approximately 1 year after their TPP adopted edTPA (via mandate or voluntarily). Research Design: We employed a multiple embedded case study design. The first set of cases were the two states selected (Illinois and Iowa) because their policy designs differed (mandated vs. voluntary). The second set of cases were the eight TPPs selected. One-hour interviews were conducted with each of the 69 stakeholders across these case TPPs. Using a sensemaking conceptual framework, instrumental case analysis was then used to examine how stakeholders made sense of edTPA and why. Findings/Results: We found diverse perspectives across our case TPPs as to how stakeholders viewed and implemented edTPA—as either a professionalization or a deprofessionalization tool. Those espousing a view of professionalization supported the assessment as a means to strengthen the profession’s perceived legitimacy and quality, whereas those espousing a view of deprofessionalization believed that it is detrimental in these regards. We argue that this divergence reflects enduring disagreement concerning the mechanisms that define “good” teaching and how best to measure it. Conclusions: We found that structural changes, such as edTPA adoption, may move a field toward being more or less professionalized, but those changes do not guarantee alignment or agreement among the professionals within that workforce. Improving this dilemma within teacher education therefore begins with coming to some reasonable consensus on how best to balance professionalization and professionalism.

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“…The demonstration of short stories in primary school reading textbooks is typically based solely on the appropriateness of the concepts set in the textbook. These concepts are frequently unrelated to the moral lesson that will be communicated as a learning criterion in the elementary education curriculum (Tanguay, 2020).…”

Section: Introductionmentioning

confidence: 99%

Contextualizing extrinsic and intrinsic elements of short stories in Indonesian textbooks for primary school level

Saragih

Sinaga

Simamora

et al. 2022

Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya

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Contextualizing extrinsic and intrinsic elements of short stories in Indonesian textbooks for primary school levelThe objective of this study is to look at learning indicators and contextualize extrinsic and intrinsic components in three Indonesian language textbooks for elementary school students. This study employs a qualitative research approach with a content analysis design to attain this purpose. The findings show that textbooks only use one learning indicator for each short story, although intrinsic (themes, characters, and messages) and extrinsic (social values, moral values, cultural values, and religious values) elements have been effectively balanced in the story. short. Although the results of this study do not represent any analysis of short story content in all primary school textbooks, they are highly valuable for students, instructors, and schools when selecting textbooks and short story content to utilize as teaching resources.Keywords: contextualizing, intrinsic, extrinsic, short story, textbook Kontekstualisasi elemen ekstrinsik dan intrinsik pada cerita-cerita pendek dalam buku teks pelajaran bahasa Indonesia untuk tingkat sekolah dasarPenelitian ini bertujuan untuk menganalisis indikator pembelajaran dan mengkontekstualisasikan komponen ekstrinsik dan intrinsik dalam tiga buku teks pelajaran bahasa Indonesia untuk siswa sekolah dasar. Penelitian ini menggunakan pendekatan penelitian kualitatif dengan desain analisis isi. Temuan penelitian ini menunjukkan bahwa cerita pendek dalam buku teks hanya menggunakan satu indikator pembelajaran untuk setiap tema, meskipun unsur intrinsik (tema, karakter, dan pesan) dan ekstrinsik (nilai sosial, nilai moral, nilai budaya, dan nilai agama) telah terakomodasi dengan baik dalam setiap bahan ajar dalam bentuk cerita. pendek. Meskipun hasil penelitian ini tidak mewakili analisis konten cerita pendek di semua buku teks sekolah dasar, namun hasil penelitian ini sangat penting bagi siswa, guru, dan sekolah ketika memilih buku teks dan konten cerita pendek yang akan digunakan sebagai sumber pengajaran.Kata kunci: kontekstualisasi, intrinsik, ekstrinsik, cerita pendek, buku tekskontekstualisasi,intrinsik,ekstrinsik,cerita pendek,buku teks

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High-stakes assessment in elementary education teacher preparation: Educators’ perceptions and actions resulting in curriculum change

Cited by 4 publications

References 28 publications

Reform ripples: The role of recontextualization in scaling up

Reform ripples: The role of recontextualization in scaling up

The Struggle to Professionalize Teaching: Examining edTPA as a Professionalization and Deprofessionalization Tool

Contextualizing extrinsic and intrinsic elements of short stories in Indonesian textbooks for primary school level

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