New Federal Teacher Preparation Accountability Regulation: Reshaping Political, Professional, and Market Forces

Autor/inn/en	Fernandez Cofre, Maria Beatriz; Burton, Stephani
Titel	New Federal Teacher Preparation Accountability Regulation: Reshaping Political, Professional, and Market Forces
Quelle	(2016), (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Policy Analysis; Teacher Education; Political Influences; Neoliberalism; Educational Policy; Higher Education; Federal Regulation; Correlation; Teacher Education Programs; Teacher Effectiveness; Economic Factors; Knowledge Economy; Professional Associations; Teacher Educators; Teacher Attitudes; College Faculty; Teacher Evaluation; Criticism; Program Improvement; Administrative Organization; Federal State Relationship + Suchen Sie Ihr Suchwort? Verantwortung; Politikfeldanalyse; Lehrerausbildung; Lehrerbildung; Political influence; Politischer Einfluss; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bundeskompetenz; Korrelation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ökonomischer Faktor; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Teacher education; Education; Lehrerverhalten; Fakultät; Teacher appraisal; Lehrerbeurteilung; Kritik; Bund-Länder-Beziehung
Abstract	This study offers a critical policy analysis of the 2014 teacher preparation regulation proposed by the federal government, designed to alter the higher education accountability system. Using frame analysis and Burke's Accountability Triangle (2005), we reviewed 74 policy documents and tools, media artifacts, and position statements relevant to the new regulation. Our critical analysis revealed a shift between the political, professional, and market forces identified by Burke (2005) in higher education accountability systems. The new federal regulation concentrates political accountability forces within the U.S. Department of Education, limiting autonomy at the state level. Our analysis also revealed that the political and market forces overlapped, as political priorities are directly connected to market interests and logic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01