Two Roadmaps, One Destination: The Economic Progress Paradigm in Teacher Education Accountability in Georgia and Missouri

Autor/inn/en	Nichols, Joseph R., Jr.; Cuenca, Alexander
Titel	Two Roadmaps, One Destination: The Economic Progress Paradigm in Teacher Education Accountability in Georgia and Missouri
Quelle	In: Action in Teacher Education, 36 (2014) 5-6, S.446-459 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2014.977739
Schlagwörter	Teacher Education; Accountability; Educational Change; Economic Progress; Outcomes of Education; Program Effectiveness; Measures (Individuals); Data; Georgia; Missouri + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Verantwortung; Bildungsreform; Economic growth; Wirtschaftswachstum; Lernleistung; Schulerfolg; Messdaten; Daten
Abstract	The current accountability conversation in teacher education is the direct result of the policy paradigms that shape our understandings of schooling and reform. The authors present cases from Georgia and Missouri illustrating how these policy paradigms have resulted in outcomes-based accountability initiatives for teacher education. Specifically, the authors discuss the procedures these states are using to connect P-12 teacher performance with teacher preparation programs. The authors conclude that the impact of these reform initiatives have the potential to turn teacher education into an individualistic, economic good. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01