The Politics of Accountability

Lewis, Wayne D.; Young, Tamara V.

doi:10.1177/0895904812472725

Cited by 62 publications

(20 citation statements)

References 41 publications

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“…One of the responses to the attacks unleashed against teacher education as a low-quality institution (for example, Levine, 2006) has been a growing focus on the issues of design (Floden, Richmond, Drake, & Petchauer, 2017). Various groups have been exploring how to improve teacher education systems and structures so that program graduates will be prepared for the task of teaching on day one.…”

Section: Contestations Over Teacher Education Policies and Practicesmentioning

confidence: 99%

Navigating the contested terrain of teacher education policy and practice: Introduction to the special issue

Aydarova

Berliner

2018

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In the policy climate where various actors claim to have the solutions for the enduring challenges of teacher education, policy deliberations sideline certain voices. This introduction to the special issue explores policy contestations surrounding teacher education and highlights some of the perspectives overlooked by policy debates. It lays out new priorities for the teacher education community to ensure that the profession’s collective voice would be heard by policy-makers and by the public at large.

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Section: Contestations Over Teacher Education Policies and Practicesmentioning

confidence: 99%

Navigating the contested terrain of teacher education policy and practice: Introduction to the special issue

Aydarova

Berliner

2018

EPAA

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“…It has been argued that greater attention must be paid to readiness to teach prior to entry to the profession (Cochran-Smith, 2005;Lewis, & Young, 2013;Wiseman, 2012) due to novice teachers disproportionally contributing to the poor achievement of students (Boyd, Grossman, Lankford, Loeb, Wykoff, 2009;Sawchuk, 2010). In response to this concern, states have instituted policies designed to hold teacher education programs accountable for the performance of the students their graduates teach utilizing VAM measures (Floden, 2012;Knight, Edmondson, Lloyd, Arbaugh, Nolan Jr., Whitney, & McDonald, 2012) and changes to certification exams.…”

Section: Introductionmentioning

confidence: 99%

Breakers, benders, and obeyers: Inquiring into teacher educators’ mediation of edTPA

Ratner

Kolman

2016

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This article reflects a qualitative exploratory inquiry into the lived experiences of faculty members working within a system of urban schools of education as they supported diverse teacher candidates in completing the Educative Teacher Performance Assessment (edTPA) during its first semesters of high-stakes implementation. Drawing upon questionnaire responses and semi-structured interviews, our findings demonstrate the disparity and variation in the level and kind of support offered to teacher candidates. We discuss the ways that the policy, stance, and the ethical, pedagogical, and logistical dilemmas teacher educators faced as they supported candidates intersected to shape the supports provided. Implications focus on utilization of such test scores for evaluating teacher preparation institutions, faculty relations, and the diversification of the teacher workforce.

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“…(Lefstein,p. 347) While Lefstein described ways that such a synthesis might occur, at present, much discourse about teaching is still firmly divided along ideological lines (Cochran -Smith et al, 2013;Sato, 2014;Lewis & Young, 2013;Wang et al, 2010). At least part of the conflict over HSTPAs discussed in the previous section is rooted in this very ideological disagreement over the nature of teaching itself.…”

Section: Conceptualizations Of Teachingmentioning

confidence: 99%

Exploring candidate interaction with a high stakes teacher performance assessment: The KPTP and the Kansas laboratory

Warner

2020

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This qualitative study explores the experiences of a cohort of pre-service teachers completing a high-stakes teacher performance assessment (HSTPA), the Kansas Performance Teaching Portfolio (KPTP), during their final year of teacher preparation. The inquiry asks whether the act of completing the assessment modified candidate conceptualizations of good teaching, and, if so, in what ways. Data were gathered via in-depth interviews and content analysis, and data were analyzed via constant comparison. The study found that completing the KPTP was having some impact upon participant conceptions of good teaching, prodding them to broaden their understanding of the work of teachers to include not just dispositional and relational aspects of teaching, but elements of technical teaching practice. The article concludes with recommendations for policy, research, and practice.

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The Politics of Accountability

Abstract: Drawing on Kingdon's multiple streams framework, this study examines how teacher education policy has gained prominence on the federal decision agenda in recent years.

Cited by 62 publications

References 41 publications

Navigating the contested terrain of teacher education policy and practice: Introduction to the special issue

Navigating the contested terrain of teacher education policy and practice: Introduction to the special issue

Breakers, benders, and obeyers: Inquiring into teacher educators’ mediation of edTPA

Exploring candidate interaction with a high stakes teacher performance assessment: The KPTP and the Kansas laboratory

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