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Reclaiming accountability in teacher education

Author: Marilyn Cochran-SmithMolly Cummings CarneyElizabeth Stringer KeefeStephani BurtonWen-Chia ChangAll authors
Publisher: New York, NY : Teachers College Press, [2018]
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
"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  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Cochran-Smith, Marilyn, 1951-
Reclaiming accountability in teacher education.
New York, NY : Teachers College Press, [2018]
(DLC) 2017060005
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Marilyn Cochran-Smith; Molly Cummings Carney; Elizabeth Stringer Keefe; Stephani Burton; Wen-Chia Chang; M Beatriz Fernandez; Andrew F Miller; Juan Gabriel Sanchez; Megina Baker
ISBN: 9780807777107 0807777102
OCLC Number: 1031041925
Description: 1 online resource
Contents: Cover; Title Page; Front Matter; Table of Contents; Acknowledgments; Part I: Teacher Education in the Era of Accountability; Chapter 1: Accountability in Uncertain Times; Reclaiming Accountability; Accountability and Democratic Education; The Discourses of Accountability; A New Political Climate for Education?; Reading This Book; Chapter 2: Teacher Education's Era of Accountability; The Era of Accountability; Unprecedented Global Attention to Teacher Quality Tied to Neoliberal Economics; Continuous Public Narrative About the Failure of Teachers/Teacher Education. Teacher Education as a Policy ProblemThe Teacher Education Establishment's Accountability Turn; Education Reform as the Cure for Inequality; Whither the Era of Accountability?; Chapter 3: The Eight Dimensions of Accountability; Theorizing Accountability in Education and the Public Sector; The Eight Dimensions of Accountability: A Framework for Making Sense of Accountability in Teacher Education; The Foundations of Accountability: Values, Purpose, and Concepts; The Problem of Teacher Education: Diagnostic and Prognostic Dimensions. Power Relationships in Accountability: Control, Content, and ConsequencesPart II: The Problem with Accountability; Chapter 4: Tug of War; Context: Federal Involvement in Teacher Education; 2016 HEA/Title II Reporting Regulations: An Eight-Dimensional Analysis; 2016 HEA/Title II Reporting Regulations: Theory of Change and the Related Evidence; Impact and Implications; Chapter 5: A Would-Be Watchdog; CAEP Accreditation: A Beacon for Unified Professional Accountability?; CAEP Accreditation: An Eight-Dimensional Analysis; CAEP Accreditation: Theory of Change and the Related Evidence. Impact and Implications: The Jury is Still OutChapter 6: NCTQ; Context: NCTQ's History and Approach; NCTQ's Teacher Prep Reviews: An Eight-Dimensional Analysis; NCTQ: Theory of Change and the Related Evidence; Impact and Implications: NCTQ's Impact on the Field; Chapter 7: edTPA; Context: Understanding edTPA; edTPA: An Eight-Dimensional Analysis; Claims and Evidence: Authenticity, Improvement, and Professionalization; Impact and Implications: Examining edTPA's Influence on Teacher Education; The Uncertain Future of edTPA; Part III: Reclaiming Accountability. Chapter 8: The Problem with AccountabilityThe Accountability Paradigm in Teacher Education; The Foundations of the Accountability Paradigm; The Problem of Teacher Education in the Accountability Paradigm; Power Relationships in the Accountability Paradigm; Rejecting the Accountability Paradigm, Preserving Accountability; Chapter 9: Democratic Accountability in Teacher Education; The Foundations of Democratic Accountability in Teacher Education; The Problem of Teacher Education from the Perspective of Democratic Accountability.
Responsibility: Marilyn Cochran-Smith, Molly Cummings Carney, Elizabeth Stringer Keefe, Stephani Burton, Wen-Chia Chang, M. Beatriz Fernandez, Andrew F. Miller, Juan Gabriel Sanchez, and Megina Baker.

Abstract:

Argues that it is time for teacher educators to reclaim accountability. The authors critique major accountability initiatives, exposing the lack of evidence behind these policies and the negative  Read more...

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Rethinking Accountability in Teacher Education is timely and important. It does far more than expose the limits of our current accountability model and the dire consequences of continuing to look to Read more...

 
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