WorldCat Identities

Keefe, Elizabeth Stringer 1972-

Works: 4 works in 9 publications in 1 language and 488 library holdings
Genres: Handbooks and manuals 
Roles: Author
Classifications: LB1028.3, 371.33
Publication Timeline
Most widely held works by Elizabeth Stringer Keefe
Remixing the curriculum : the teacher's guide to technology in the classroom by Elizabeth Stringer Keefe( Book )

4 editions published in 2018 in English and held by 295 WorldCat member libraries worldwide

Remixing the Curriculum: The Teacher's Guide to Technology in the Classroom offers educators a way to rethink traditional teaching approaches through a "curricular remix," a concept in which curricular elements are reconsidered to create a new version of the original form. It suggests that the way to develop the curriculum to maximize student access and engagement is to employ essential elements of traditional pedagogy but infuse it with technology to create new features through the X Framework--back cover
Reclaiming accountability in teacher education by Marilyn Cochran-Smith( Book )

3 editions published in 2018 in English and held by 191 WorldCat member libraries worldwide

"1. The book offers teacher educators and stakeholders an overview of accountability in the era of education reform and embraces teacher education accountability as a lever for reconstructing its targets, purposes, and consequences in keeping with the larger democratic project. 2. The book introduces a framework, eight dimensions of accountability, for interrogating dimensions of accountability policy and practice by revealing an accountability initiative's operation but also exposing underlying values and principles, theory of change, and relationship to larger political and policy agendas. 3. Using the authors' framework, eight dimensions of accountability, the book deconstructs four of the most visible education reform initiatives relevant to teacher educators and education stakeholders. The book proposes a rallying call to teacher educators and stakeholders to reclaim accountability using a new approach: democratic accountability in teacher education"--
Holding Teacher Preparation Accountable : a Review of Claims and Evidence by Marilyn Cochran-Smith( Book )

1 edition published in 2016 in English and held by 1 WorldCat member library worldwide

Teacher preparation has emerged as an acutely politicized and publicized issue in U.S. education policy and practice, and there have been fierce debates about whether, how, by whom, and for what purposes teachers should be prepared. This brief takes up four major national initiatives intended to improve teacher quality by "holding teacher education accountable" for its arrangements and/or its outcomes: (1) the U.S. Department of Education's state and institutional reporting requirements in the Higher Education Act (HEA); (2) the standards and procedures of the Council for the Accreditation of Educator Preparation (CAEP); (3) the National Council on Teacher Quality's (NCTQ) Teacher Prep Review; and (4) the edTPA uniform teacher performance assessment developed at Stanford University's Center for Assessment, Learning, and Equity (SCALE) with aspects of data storage and management outsourced to Pearson, Inc. These four initiatives reflect different accountability mechanisms and theories of change, and they are governed by different institutions and agencies, including governmental offices, professional associations, and private advocacy organizations. Despite differences, each assumes that the key to teacher education reform is accountability in the form of public assessment, rating, and ranking of states, institutions, programs, and/or teacher candidates. This brief addresses two questions for each initiative: (1) What claims do proponents of the initiative make about how it will improve teacher preparation and thus help solve the teacher quality problem in the U.S.?; and (2) What evidence supports these claims? (A list of notes and references is included.)
The accountability era in US teacher education: looking back, looking forward( )

1 edition published in 2017 in English and held by 1 WorldCat member library worldwide

Abstract: In keeping with the theme of the 40th anniversary issue of EJTE, this article looks back and forward at US teacher education accountability. It argues that "holding teacher education accountable" has been the major approach to reforming teacher education in the US for the last two decades, assuming that enhanced teacher education quality depends on vigilant public evaluation and monitoring of outcomes related to teacher education institutions, programs, and teacher candidates. This article looks back at the "era of accountability" by examining five policy, political, and professional developments that contributed to its emergence and strong hold on US teacher education. Looking forward to the future of teacher education accountability in the US, the article argues that we need a new approach - democratic accountability in teacher education - which is based on intelligent professional responsibility for students' learning including democratic knowledge and skills, strong equity, and genuine collaboration with multiple stakeholders
Audience Level
Audience Level
  Kids General Special  
Audience level: 0.32 (from 0.25 for Remixing t ... to 0.88 for Reclaiming ...)

Alternative Names
Stringer Keefe, Elizabeth, 1972-