This volume reviews the background of mandated teacher performance assessment with an emphasis on policy, privatization, and professionalization. The authors discuss the potential impact of mandated teacher performance assessments on teacher education in the content areas of mathematics, English, and social studies. The perspectives and empirical research examined in this conceptual analysis illustrate the various ways in which the Stanford Center for Assessment, Learning, and Equity (SCALE) Teacher Performance Assessment (edTPA) promises to restructure teacher education in the United States. The authors consider both the affordances and the constraints that teacher performance assessments offer for teacher preparation programs, and conclude by discussing the implications of the intersections among policy, privatization, professionalization, and performance assessments of teachers, as well as the relationship between performance assessments and teacher education. The impact of the edTPA on the development of signature pedagogies in teacher education is also discussed.
Education policymakers often demonstrate surprisingly little awareness of how popular reforms impact teaching and teacher education. In this book, well-regarded scholars help readers develop a more robust understanding of the nature of teacher preparation, as well as an in-depth grasp of how popular policies, practices, and ideologies have taken root domestically and internationally. Contributors include Deron Boyles, Anthony Cody, Kerry Kretchmar, Carmen Montecinos, Beth Sondel, and Christopher Tienken. “This book will help readers consider the possibilities of democratic visions in the teaching profession and in public education, particularly in this time of intense political polarization when critical citizen engagement with our public institutions and policies is deeply needed.” —Janelle Scott, University of California, Berkeley “The chapters in this book make clear that ongoing policy disconnects cannot be ignored and that now is the time to elevate the teaching profession for students who have faced historical inequities.” —Julian Vasquez Heilig, dean, University of Kentucky College of Education “Public teaching and teacher education in the U.S. and in many other parts of the world are under assault by concerted efforts to deregulate and marketize them. This collection of essays examines the consequences of these privatization efforts in the U.S., Chile, and Singapore and should be required reading for those wanting to understand their complexity and consequences for teaching and teacher education today.” —Ken Zeichner, Boeing Professor of Teacher Education, University of Washington
This book consists of 19 chapters on heuristics – reflexive tools, designed to heighten awareness of actions and catalyze desired changes. Thirty-three heuristics address six foci: teaching and learning, learning to teach, emotions, wellness, contemplative activities, and harmony.
El Chavo del Ocho is one of the most influential pieces of popular culture to have hit Latin America in the last 50 years, having, at the peak of its popularity in the mid-1970s, reached an approximate audience of 350 million across the Americas. It is also a rare example of a cultural product that has travelled through Latin America, leaving a lasting impact for several decades. Resonances of El Chavo del Ocho in Latin American Childhood, Schooling, and Societies analyses the phenomenon of El Chavo, and its images of schooling and childhood, Latin American-ness, class and experience. With contributions from scholars emerging from or based in countries including Brazil, Mexico, Chile, Puerto Rico, Argentina, Venezuela, Colombia and the US, the book combines reflections from a variety of international perspectives without attempting to compare or reach consensus on any ultimate meaning(s) of the work. The book explores themes such as images of schooling and childhood, romantization of poverty, the prevalence of non-traditional families and the bordering cynicism towards the economic structures and inequalities which, some argue, make the show transgressive and quite uniquely Latin American. Investigating the connection between visual culture studies and transcultural curriculum studies, this innovative title provides scholars with original new insights into conceptualizing childhood, schooling and society in Latin America.
As with any industry, the education sector goes through frequent changes due to modern technological advancements. It is every educator’s duty to keep up with these shifting requirements and alter their teaching style to best fit the needs of their classroom. Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications explores the current state of pre-service teacher programs as well as continuing education initiatives for in-service educators. It also emphasizes the growing role of technology in teacher skill development and training as well as key pedagogical developments and methods. Highlighting a range of topics such as teacher preparation programs, teaching standards, and fieldwork and practicum experiences, this multi-volume book is designed for pre-service teachers, teacher educators, researchers, professionals, and academics in the education field.
Performance-based assessments have become a critical component of every teacher education program. Such assessments allow teacher candidates to demonstrate their content and pedagogical knowledge, skills, and dispositions in an authentic setting. Evaluating Teacher Education Programs through Performance-Based Assessments analyzes and discusses the theory and concepts behind teacher education program evaluation using assessment tools such as lesson plans, classroom artifacts, student work examples, and video recordings of lessons. Emphasizing critical real-world examples and empirically-based studies, this research-based publication is an ideal reference source for university administrators, teacher educators, K-12 leaders, and graduate students in the field of education.
Learning to Teach Young Children provides you with the tools to critically engage with the key concepts and beliefs in early childhood education theory and practice. The book is organized around ten propositions that are explored in relation to 30 key questions, for example: - What does it mean to honour children's right to be different? - What does it mean to learn? - How can images of childhood be used as frames for practice? Original comic-book style illustrations are used to explore key theoretical concepts in an accessible and engaging way. The book also includes a companion website offering overviews of the key concepts covered in the book, supplementary information and references, reflective questions and case studies to support your learning.
Presenting international evidence, from school systems across the globe, this book documents patterns, causes, and effects of school principals’ time use, building a case for the implications for school improvement, administration, and leadership. This edited volume offers an unparalleled set of chapters that delve into conceptual and methodological issues in researching principals’ time use. Chapters consist of empirical studies that advance fresh perspectives and build empirical ground on how principals use time across different school systems in Africa, Asia, Europe, Middle East, Oceania, and North America. This unique book, is a useful resource for researchers and educators, capturing the geographically diverse contexts of principal time use. This work makes a significant contribution to the field of school improvement, administration, and leadership with both theoretical depth and empirical grounding.
This book shows how principles of self-regulated learning are being implemented in secondary classrooms. The 14 chapters are theoretically driven and supported by empirical research and address all common high school content areas. The book comprises 29 lesson plans in English language arts, natural and physical sciences, social studies, mathematics, foreign language, art, music, health, and physical education. Additionally, the chapters address students with special needs, technology, and homework. Each chapter begins with one or more lesson plans written by master teachers, followed by narratives explaining how the lesson plans were implemented. The chapters conclude with an analysis written by expert researchers of the self-regulated learning elements in the lessons. Each lesson and each analysis incorporate relevant educational standards for that area. Different types of high schools in several states serve as venues. This powerful new book edited by Maria K. DiBenedetto provides a unique and invaluable resource for both secondary teachers and researchers committed to supporting adolescents in the development of academic self-regulation. Each chapter is jointly written by teachers who provide a wealth of materials, including lesson plans, and researchers who situate these lesson plans and academic self-regulation goals within the larger work on self-regulation. The topics covered are far broader than any other book I have seen in terms of developing academic self-regulation, covering over a dozen content areas, including literacy, mathematics, social studies, the sciences, and the arts. Teachers and scholars alike will find this book a must read. Karen Harris, EdD, Arizona State University A practical and magnificent blend of educational research and application. This book goes beyond presenting the findings of research on self regulation by connecting detailed strategies that align with the standards to the research. DiBenedetto et al. clearly illustrate how to develop self regulated learners in the classroom. A refreshing must read for all secondary educators and educational researchers seeking to be well grounded in education research and practical application techniques. Heather Brookman, PhD, Fusion Academy- Park Avenue Self-regulated learning is a research-based process by which teachers help students realize their own role in the learning process. Connecting Self-Regulated Learning and Performance with Instruction Across High School Content Areas consists of model teachers’ lessons and analyses by prominent educational psychologists in the field of self-regulated learning. The book provides teachers with the tools needed to increase students’ awareness of learning and inspires all educators to use self-regulated learning to promote engagement, motivation, and achievement in their students. The book also provides administrators with the principles needed to infuse evidenced based self-regulated learning into their curriculum and instruction. I highly recommend the book! Marty Richburg, Northside High School
Teachers have faced serious public critique regarding their effectiveness and professionalism in classrooms. At every level, their work is often measured solely against student achievement outcomes, often on standardized tests (Darling-Hammond & Youngs, 2002; Ravitch, 2010). Unfortunately, students who are coming from culturally, economically, and linguistically diverse backgrounds are often occupying the bottom rungs regarding academic achievement (Ladson-Billings, 1995; Milner,2010; Hucks, 2014). What are the obstacles and challenges teachers and students face in their respective school settings and how do they grapple with and overcome them? Finally, what do these teachers and students know that motivates and informs their work? The scholars in this volume will take up these questions and share the findings of their research in the field of leadership, teacher education, and achievement. These concerns are not limited to the geographic boundaries of the United States of America. Engaging purposeful teaching is an imperative that concerns students, teachers, teacher educators, educational leaders, and education policy makers around the globe. There are many educators worldwide who are committed to delivering this type of teaching and promoting learning that is engaged and active. The four sections of the book capture the work of educators in teaching in diverse global settings such as the Australia, United Kingdom, Jamaica, Turkey, and across America. As diverse populations of students enter American classrooms, it is important for their teachers to have relatable examples of purposeful teaching that are culturally responsive and culturally relevant.
