Issues in Performing Arts Teacher Preparation Program Evaluation Policy

Autor/in	Tutt, Kevin
Titel	Issues in Performing Arts Teacher Preparation Program Evaluation Policy
Quelle	In: Arts Education Policy Review, 119 (2018) 4, S.185-193 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2017.1287799
Schlagwörter	Theater Arts; Art Education; Teacher Education Programs; Program Evaluation; Public Policy; Accreditation (Institutions); Evaluation Methods; Value Added Models; Teacher Evaluation; Educational Legislation; Federal Legislation; Federal Aid; Federal Programs + Suchen Sie Ihr Suchwort? Theaterwissenschaft; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Programme evaluation; Programmevaluation; Öffentliche Ordnung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Teacher appraisal; Lehrerbeurteilung; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Solid, well-grounded teachers can be instrumental in solving the problems facing our schools and students because it is successful teachers who are the most valuable, in-school contributors to our students' success. The importance of teacher preparation programs (TPPs) in developing quality teachers has been reinforced by researchers who have demonstrated that preparation linked directly to practice benefits teachers in their first year of teaching. In contrast, federal legislation and government officials' statements suggest that TPPs are responsible for many of the problems facing public education, which has resulted in additional regulations and systems designed to evaluate TPPs' success in preparing effective teachers, including graduates' knowledge of appropriate content. In order to analyze the status of TPP evaluation as it relates to arts education, past models for TPP assessment are reviewed, newer models are discussed, and the possible effects on teacher evaluation processes are outlined. Early research and scholarly writing into the noted and projected effect of these models are discussed as well as suggestions and implications for future models and research into TPP effectiveness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01