The Politics of Accountability: Assessing Teacher Education in the United States

Autor/inn/en	Cochran-Smith, Marilyn; Piazza, Peter; Power, Christine
Titel	The Politics of Accountability: Assessing Teacher Education in the United States
Quelle	In: Educational Forum, 77 (2013) 1, S.6-27 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2013.739015
Schlagwörter	Teacher Effectiveness; Accountability; Program Effectiveness; Stakeholders; Performance Based Assessment; Teacher Education; Teacher Education Programs; Graduates; Educational Change; Politics of Education; Educational Policy; Policy Analysis; Outcomes of Education; College Outcomes Assessment; Position Papers; College Programs; Curriculum Evaluation; Teacher Education Curriculum; Influences; Best Practices; United States + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Verantwortung; Leistungsermittlung; Lehrerausbildung; Lehrerbildung; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Bildungsreform; Educational policy; Bildungspolitik; Politics of education; Politikfeldanalyse; Lernleistung; Schulerfolg; Positionspapier; Studienprogramm; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Influence; Einfluss; Einflussfaktor; USA
Abstract	Currently there are multiple teacher education reform policies being proposed, piloted, and debated at a variety of levels and by various interest groups, stakeholders, and policy-makers. Along with an unprecedented sense of urgency about these important goals, what most U.S. reforms have in common is increased accountability. Using a discourse approach to policy analysis, which we label "the politics of policy," this article analyzes three complicated and evolving contemporary accountability initiatives in the United States: (1) "Our Future, Our Teachers," which is the Obama administration's proposed blueprint for the reform of teacher education programs, in particular its call for the assessment of preparation programs based on the impact of program graduates on their eventual K-12 students' test scores; (2) the "Teacher Performance Assessment," which is a nationally accessible instrument for assessing beginning teaching performance currently being piloted in 25 states through a partnership of Stanford University and Pearson Education, Inc.; and, (3) "Building Better Teachers: A National Review of Teacher Preparation Programs," which is an evaluation of collegiate teacher preparation programs conducted by the National Council on Teacher Quality with results to appear in "U.S. News and World Report." Our analysis makes clear that policy (and policy proposals) is unavoidably political, and that policy-making involves contentious debate as well as complicated political maneuvering and strategies, including resistance and litigation. (Contains 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10