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Search Results for 'Accountability' (Keyword)
71 items found 1 / 8
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1   |   From section Trends in Teacher Education
The OECD as Pivot of the Emerging Global Educational Accountability Regime: How Accountable are the Accountants?
This article describes OECD ideological and policy changes that form the background for PISA. Furthermore, the author focuses on the OECD’s governance mechanisms and the obstacles it presents to public scrutiny. The author argues that the pursuit of market mechanisms posed both educational and political problems on the OECD's accountability regime. He argues that in order to redress the asymmetries between strong influence and weak democratic control will require profound advances in the organization of the global public sphere. He proposes to broaden the global educational discourse, in which the accountability narrative is complemented by narratives of local institutional learning, educational tradition, democratic participation, and cultural diversity.
Publication Year: 2014    |    Updated in ITEC: October 19, 2017
2   |   From section Theories & Approaches
Looking Back and Moving Ahead: A Content Analysis of Two Teacher Education Journals
The authors conducted a content analysis to examine trends in articles published between 1996 and 2014 in two journals—Teacher Education and Special Education (TESE) and the Journal of Teacher Education (JTE). They analyzed the data using visual inspection, magnitude of trend, and percent of change. Most notably, they confirmed reductions in nonempirical articles, survey research, qualitative inquiries, and program descriptions. By contrast, they observed increases in articles that included P-12 student outcomes and in quantitative research, as well as in topics of in-service, global, and clinical experiences.
Publication Year: 2016    |    Updated in ITEC: January 30, 2017
3   |   From section Theories & Approaches
Teacher Preparation for Profit or Prestige: Analysis of a Diverse Market for Teacher Preparation
The current research examines the relative effectiveness of universities and new program types using the diverse market in Texas. The authors examine program effectiveness through a framework integrating certificate pathways, organizational goals, and market incentives. The authors found that independent nonprofits have positive effects on student performance that are not explained by teacher sorting or program selectivity, and these effects only occur in math. Furthermore, independent nonprofits perform well with most high-risk populations but have no advantage with Black students, no presence on rural schools, and negative effects, and designated special education (SPED) students. The authors argue that these findings suggest that policy makers should proceed with caution when advocating for expanding or limiting any particular program type.
Publication Year: 2015    |    Updated in ITEC: December 27, 2016
4   |   From section Instruction in Teacher Training
The Practical Difficulties for Early Educators Who Tried to Address Children’s Realities in Their High-Stakes Teaching Context
This article examines the implementation of a professional development course for prekindergarten and kindergarten teachers that asked them to reconceptualize their understandings of their role in the classroom. Examining how their practical conceptions were affected by their participation in this course revealed an eagerness to pursue lines of study with children that addressed issues central to children’s lives.
Publication Year: 2015    |    Updated in ITEC: November 9, 2016
5   |   From section Theories & Approaches
Seven Legitimate Apprehensions about Evaluating Teacher Education Programs and Seven “Beyond Excuses” Imperatives
The purpose of this project is to describe how one of the largest teacher education programs in the nation has taken a lead position toward evaluating itself, and has begun to take responsibility for its impact on the public school system. This research also presents the process of establishing a self-evaluation initiative across the state of Arizona and provides a roadmap for how other colleges and universities might begin a similar process. This work resulted in a set of seven “beyond excuses” imperatives that participants involved in the T-PREP consortium developed and participants at the local level carried forward. The seven key imperatives are important for other colleges of education to consider as they too embark on pathways toward examining their teacher education programs and using evaluation results in both formative and summative ways.
Publication Year: 2013    |    Updated in ITEC: October 5, 2016
6   |   From section Theories & Approaches
Professional Experience as a Wicked Problem in Initial Teacher Education
This article outlines what is at stake in the framing of the problem of professional experience and how constructions of the problem make it difficult to find enduring solutions. It is argued that teacher educators must simultaneously work on tactically resolving issues whilst also engaging in a more strategic, evidence-based dialogue on the purpose of professional experience, its models of delivery, and evidence of outcomes.
Publication Year: 2013    |    Updated in ITEC: January 27, 2016
7   |   From section Theories & Approaches
Demystifying the Data-Based Decision-Making Process
This article aims to describe a conceptual model, including specific skills and processes of data-based decision making, to address accountability demands for continuous improvement based upon student learning results across multiple contexts. Considerations for implementation by teacher educators will be shared to build a comprehensive system of sustained school reform.
Publication Year: 2014    |    Updated in ITEC: January 25, 2016
8   |   From section Assessment & Evaluation
Using Evidence for Teacher Education Program Improvement and Accountability: An Illustrative Case of the Role of Value- Added Measures
In this article, the authors consider what can be learned from limited forms of evidence, for purposes of accountability and program improvement. They focus on examining whether differences in teacher value-added scores exist by type of teacher preparation institution attended and years of teacher experience.This study shows that there is potential in using value-added models as an additional form of evidence that can inform our understanding of the effectiveness of teacher preparation programs in producing teachers who can positively affect student learning. The authors concludes by arguing for collective responsibility among teacher education institutions, professional organizations, and state and local agencies as they respond to the demand for increased accountability.
Publication Year: 2012    |    Updated in ITEC: December 17, 2015
9   |   From section Assessment & Evaluation
Rating Teachers Cheaper, Faster, and Better: Not So Fast
This article evaluates the work of Gargani and Strong, who claim to have developed and validated an observation system that requires only 4 hr of training, but one that can identify effective teachers using just 20 min of one video-taped lesson. Although the authors find some aspects of their work as well done, they find, more generally, that their claims are premature and inflated. Their work suffers from several problems including inattention to relevant historical work, no demonstrated ecological validity, no working theory, and lacks a clear conception of what RATE is.
Publication Year: 2015    |    Updated in ITEC: December 6, 2015
10   |   From section Assessment & Evaluation
Incorporating Teacher Effectiveness Into Teacher Preparation Program Evaluation
In this paper, the authors review the approaches taken in several states that have already estimated the effects of teacher preparation programs (TPP) and analyze the proposals for incorporating students’ test score gains into the evaluations of TPP by states that have received federal Race to the Top funds. They developed a framework to focus on three types of decisions that are required to implement these new accountability requirements: selection, estimation and reporting.
Publication Year: 2012    |    Updated in ITEC: November 24, 2015
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