The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education's Proposed Regulations

Autor/inn/en	Tatto, Maria Teresa; Savage, Corey; Liao, Wei; Marshall, Stefanie L.; Goldblatt, Paul; Contreras, Leonardo Medel
Titel	The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education's Proposed Regulations
Quelle	In: Education Policy Analysis Archives, 24 (2016) 21, (57 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Teacher Education; Teacher Education Programs; Accountability; Public Agencies; Federal Government; Educational Policy; Federal Regulation; Alternative Teacher Certification; Educational Change; Academic Achievement; Accreditation (Institutions); National Standards; Outcomes of Education; Educational Improvement; Teacher Effectiveness; Educational Quality + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Verantwortung; Öffentliche Einrichtung; Bundesregierung; Politics of education; Bildungspolitik; Bundeskompetenz; Bildungsreform; Schulleistung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Lernleistung; Schulerfolg; Teaching improvement; Unterrichtsentwicklung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität
Abstract	Using a sociological framework this article explores the emergence and possible consequences of the 2015 U.S. Department of Education's proposed federal regulatory policy on teacher education programs and alternative route providers. After describing the key features of the policy, we examine the research literature looking for evidence of the merits of accountability policies in improving teacher education and preparation quality and outcomes. Although there is some research evidence that increased accountability measures may indeed contribute to improving the quality and outcomes of teacher education and preparation, the conditions under which this happens are not straightforward. While the stated aim of the regulatory policy, to ultimately advance student learning, finds widespread support in the education community, research evidence points to a number of validity problems with the overall policy. Of particular concern is the policy's attempts at establishing a direct link between teacher preparation graduates' employment and pupil achievement. The policy as conceived could negatively impact program norms and resources and undermine the development of teachers' human, cultural, and social capital. We discuss the accreditation challenges that the policy is likely to confront and implications for the future of teacher education and preparation accountability. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01