Editors:
Presents first-hand accounts from diverse scholars on the impact of high stakes edTPA testing
Provides a historical analysis of the take-over of public education by private and neo-liberal interests
Examines how the top-down implementation of the edTPA assessment is affecting teacher educators, students, and pre-service teachers
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Table of contents (11 chapters)
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Front Matter
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Back Matter
About this book
This book provides multiple perspectives on the dual struggle that teacher educators currently face as they make sense of edTPA while preparing their pre-service teachers for this high stakes teacher exam. The adoption of nationalized teacher performance exams has raised concerns about the influence of corporate interests in teacher education, the objectivity of nationalized teaching standards, and ultimately the overarching political and economic interests shaping the process, format, and nature of assessment itself. Through an arc of scholarship from various perspectives, this book explores a range of questions about the goals and interests at work in the roll out of the edTPA assessment and gives voice to those most affected by these policy changes, teacher educators, and teacher education students.
Reviews
“This timely intervention pushes past the simplistic rhetoric that rationalizes high-stakes assessments for teachers. The authors raise troubling questions about validity, implementation, and impact of the edTPA, and deepen the debate about the broader meanings of this particular ‘reform.’ Essential reading for teacher education today.” (Kevin Kumashiro, Dean of the School of Education at the University of San Francisco, USA, and author of “Bad Teacher! How Blaming Teachers Distorts the Bigger Picture”)
“The struggle for the soul of teaching has moved into teacher education as corporate reformers have sought to bend the profession towards standardization and a focus on test scores. Anybody who wants to understand the edTPA and its role in current accountability schemes needs to read this important book.” (Wayne Au, Associate Professor in the School of Educational Studies, University of Washington Bothell, USA, and editor, “Rethinking Schools”)
Editors and Affiliations
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D’Youville College , Buffalo, USA
Julie H. Carter, Hilary A. Lochte
About the editors
Hilary A. Lochte is Professor of Education and Education Department Chair at D’Youville College, USA. Her research interests include culturally relevant pedagogy in teacher education, diversity in children’s and young adult literature, and policy impacts on teacher education.
Bibliographic Information
Book Title: Teacher Performance Assessment and Accountability Reforms
Book Subtitle: The Impacts of edTPA on Teaching and Schools
Editors: Julie H. Carter, Hilary A. Lochte
DOI: https://doi.org/10.1057/978-1-137-56000-1
Publisher: Palgrave Macmillan New York
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2017
Hardcover ISBN: 978-1-137-55999-9Published: 22 December 2016
eBook ISBN: 978-1-137-56000-1Published: 20 December 2016
Edition Number: 1
Number of Pages: XI, 217
Number of Illustrations: 7 b/w illustrations
Topics: Teaching and Teacher Education, Assessment, Testing and Evaluation