Designing Performance Assessment Systems For Urban Teacher Preparation

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Designing Performance Assessment Systems for Urban Teacher Preparation

Francine P. Peterman
Designing Performance Assessment Systems for Urban Teacher Preparation Book PDF

Author : Francine P. Peterman
Publisher : Routledge
Page : 272 pages
File Size : 45,8 Mb
Release : 2005-05-06
Category : Education
ISBN : 9781135613631

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Designing Performance Assessment Systems for Urban Teacher Preparation by Francine P. Peterman Pdf

Designing Performance Assessment Systems for Urban Teacher Preparation presents an argument for, and invites, critical examination of teacher preparation and assessment practices--in light of both the complexity and demands of urban settings and the theories of learning and learning to teach that guide teacher education practices. This dynamic approach distinguishes the authors' stance on urban teacher assessment as one that can help address social justice issues related to gender, race, socioeconomic class, and other differences, and at the same time promote the professional development of all educators engaged in the process of learning to teach. The contextually bound, sociocultural stance that informs this book promises greater teacher and student achievement. Culminating six years of vital dialogue and focused, local activity among teachers and teacher educators from institutions in the Urban Network to Improve Teacher Education, Designing Performance Assessment Systems for Urban Teacher Preparation presents: *the historical context that was examined for this work, a theoretical framework to undergrad teacher preparation assessment, and design principles to guide the development of assessment systems; *four case studies of participants' struggles and successes in designing and implementing these systems; and *a discussion of the importance of context and current trends in assessment practices in urban teaching. This volume is particularly relevant for university and school-based teacher educators who help prepare teachers to work in urban schools, and for personnel in state departments of education and other agencies who are responsible for certification and beginning teacher support. While the focus is on preparing teachers for urban settings, the theoretical and practical foundations and the case studies have broad implications and provide useful insights for anyone involved in developing and using performance assessment systems--teacher educators, university and school administrators, classroom teachers, and educational researchers.

Designing Performance Assessment Systems for Urban Teacher Preparation

Francine P. Peterman
Designing Performance Assessment Systems for Urban Teacher Preparation Book PDF

Author : Francine P. Peterman
Publisher : Routledge
Page : 202 pages
File Size : 42,7 Mb
Release : 2005-05-06
Category : Education
ISBN : 9781135613648

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Designing Performance Assessment Systems for Urban Teacher Preparation by Francine P. Peterman Pdf

Designing Performance Assessment Systems for Urban Teacher Preparation presents an argument for, and invites, critical examination of teacher preparation and assessment practices--in light of both the complexity and demands of urban settings and the theories of learning and learning to teach that guide teacher education practices. This dynamic approach distinguishes the authors' stance on urban teacher assessment as one that can help address social justice issues related to gender, race, socioeconomic class, and other differences, and at the same time promote the professional development of all educators engaged in the process of learning to teach. The contextually bound, sociocultural stance that informs this book promises greater teacher and student achievement. Culminating six years of vital dialogue and focused, local activity among teachers and teacher educators from institutions in the Urban Network to Improve Teacher Education, Designing Performance Assessment Systems for Urban Teacher Preparation presents: *the historical context that was examined for this work, a theoretical framework to undergrad teacher preparation assessment, and design principles to guide the development of assessment systems; *four case studies of participants' struggles and successes in designing and implementing these systems; and *a discussion of the importance of context and current trends in assessment practices in urban teaching. This volume is particularly relevant for university and school-based teacher educators who help prepare teachers to work in urban schools, and for personnel in state departments of education and other agencies who are responsible for certification and beginning teacher support. While the focus is on preparing teachers for urban settings, the theoretical and practical foundations and the case studies have broad implications and provide useful insights for anyone involved in developing and using performance assessment systems--teacher educators, university and school administrators, classroom teachers, and educational researchers.

University and School Connections

Irma N. Guadarrama,John Ramsey,Janice L. Nath
University and School Connections Book PDF

Author : Irma N. Guadarrama,John Ramsey,Janice L. Nath
Publisher : IAP
Page : 449 pages
File Size : 41,5 Mb
Release : 2008-06-01
Category : Education
ISBN : 9781607526025

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University and School Connections by Irma N. Guadarrama,John Ramsey,Janice L. Nath Pdf

The need for strengthening the connections between university-based teacher education programs and schools has never been greater in an era where standards and accountability systems often play centric roles in practically all aspects of the education field. Within this context, university educators and school practitioners have increasingly focused their attention on how professional development schools produce the multiplicity of outcomes that address the exigencies of quality programs for educating teachers and improving school achievement. In keeping with the mission of producing a collection of papers that inform, enlighten, and motivate readers, Volume 3 of the Professional Development Schools book series provides practitioners and researchers with articles on a substantial variety of themes on the most recent developments of the field. Among the thematic threads that organize Volume 3 are 1) using the national standards to examine and evaluate PDSs; 2) implementation, development and leadership issues relevant to beginning and experienced PDSs; 3) using innovative means for student assessments and mentoring in preservice education within a PDS context; 4) the impact of PDSs on teacher education and student achievement; and 5) cases of PDSs and the value of lessons learned. Volume 3 is similar to the previous two volumes in that it includes both practitioner and researcher strands, however, the authors in the current volume carry a sense of maturity and exudes a tone of confidence in their voice. Professional development schools research is an important aspect of teacher education. The collection of articles in Volume 3 contribute to our understanding of their essential qualities and offer assurance that innovation, change, and quality are building blocks in professional development schools.

Performance-Based Assessment in 21st Century Teacher Education

Winter, Kim K.,Pinter, Holly H.,Watson, Myra K.
Performance Based Assessment in 21st Century Teacher Education Book PDF

Author : Winter, Kim K.,Pinter, Holly H.,Watson, Myra K.
Publisher : IGI Global
Page : 295 pages
File Size : 46,9 Mb
Release : 2019-03-01
Category : Education
ISBN : 9781522583547

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Performance-Based Assessment in 21st Century Teacher Education by Winter, Kim K.,Pinter, Holly H.,Watson, Myra K. Pdf

Performance-based assessments can provide an adequate and more direct evaluation of teaching ability. As performance-based assessments become more prevalent in institutions across the United States, there is an opportunity to begin more closely analyzing the impact of standardized performance assessments and the relationship to variables such as success entering the workforce, program re-visioning for participating institutions, and the perceptions and efficacy of teacher candidates themselves. Performance-Based Assessment in 21st Century Teacher Education is a collection of innovative research that explores meaningful and engaging performance-based assessments and its applications and addresses larger issues of assessment including the importance of a balanced approach of assessing knowledge and skills. The book also offers tangible structures for making strong connections between theory and practice and offers advice on how these assessments are utilized as data sources related to preservice teacher performance. While highlighting topics including faculty engagement, online programs, and curriculum mapping, this book is ideally designed for educators, administrators, principals, school boards, professionals, researchers, faculty, and students.

Partnering to Prepare Urban Teachers

American Association of Colleges for Teacher Education
Partnering to Prepare Urban Teachers Book PDF

Author : American Association of Colleges for Teacher Education
Publisher : Peter Lang
Page : 300 pages
File Size : 51,9 Mb
Release : 2008
Category : Education
ISBN : 1433101165

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Partnering to Prepare Urban Teachers by American Association of Colleges for Teacher Education Pdf

This book attempts to present both theoretical and practical perspectives on school and university partnerships that focus on the preparation and retention of urban teachers. In particular, the book focuses on (a) theoretical and historical underpinnings of partnering to prepare urban teachers as social activists; (b) stories from the field, explored through the voices and actions of students, families, teacher educators, and preservice and in-service teachers; and (c) a critical analysis of this work. The research presented is situated in urban settings that mirror those across the United States and represents partnerships in Boston, Chicago, Cleveland, Los Angeles, and Wilmington, where school, city, and teacher education communities collaborate to prepare and keep teachers in hard-to-staff, high-needs schools. Case studies included in the text explore multiple perspectives on partnering to prepare urban teachers - including those of urban schoolchildren and their teachers, teacher educators and teachers becoming teacher educators, and parents. Combined, the chapters theoretically and practically detail the layers and conundrums, tribulations and triumphs, contexts and voices of the challenges facing urban teachers, teacher educators, community members, and administrators who work collaboratively to prepare and support teachers as social activists.

The SAGE Handbook of Research on Teacher Education

D. Jean Clandinin,Jukka Husu
The SAGE Handbook of Research on Teacher Education Book PDF

Author : D. Jean Clandinin,Jukka Husu
Publisher : SAGE
Page : 1308 pages
File Size : 42,5 Mb
Release : 2017-06-14
Category : Education
ISBN : 9781526415462

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The SAGE Handbook of Research on Teacher Education by D. Jean Clandinin,Jukka Husu Pdf

The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook: https://www.youtube.com/watch?v=Yee8cZVakfc

Principles and Practices of Performance Assessment

Nidhi Khattri,Alison L. Reeve,Michael B. Kane
Principles and Practices of Performance Assessment Book PDF

Author : Nidhi Khattri,Alison L. Reeve,Michael B. Kane
Publisher : Routledge
Page : 266 pages
File Size : 49,5 Mb
Release : 2012-12-06
Category : Education
ISBN : 9781136499197

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Principles and Practices of Performance Assessment by Nidhi Khattri,Alison L. Reeve,Michael B. Kane Pdf

This volume explores the recent national trend toward adoption of performance assessments. Embraced at all levels of educational decision-making--state, district, school, and teacher--the shapes these assessments take and the affects they have at the classroom level can differ significantly from one setting to another. Based on case studies of 16 schools, this study describes what performance assessments actually look like--the types of tasks they pose to children, the scoring methods used, the purposes to which they are put, and how they fit in with other components of assessment systems. It also shows how they differ when they are introduced by state departments of education, districts, and schools themselves. Factors that affect policymakers' and educators' abilities to successfully design and introduce performance assessments are also explored. These include the purposeful coordination of performance assessment with related education reforms, such as the adoption of content and student performance standards, and the professional development for teachers necessary to the successful implementation of performance assessments. Barriers to adoption, most notably the challenges of developing a technically sound performance assessment, are discussed as well. Crucial to teachers' ability to appropriate performance assessments for use in their own classrooms is their invovlement in designing and implementing them. Although it would be impossible for a state or school district to involve all teachers in the design of a performance assessment, they can take steps to foster teachers' understanding of the purposes and methods of the assessment, thereby supporting their ability to use similar methods in their daily teaching. Toward that end, this book describes the experiences of teachers and students with a range of assessments that all fall under the umbrella of performance assessment. In addition, it provides: *rich illustrations of those experiences across a diverse group of schools; *descriptions of the trade-offs inherent in developing a student assessment system; *demonstrations of why no single assessment can be "all things to all people;" and *valuable insights for teachers, administrators, policymakers, and researchers who want to improve their understanding of how performance assessments work in practice and how they may best serve to improve teaching and learning.

Teacher Education for Inclusive Bilingual Contexts

Patricia Martínez-Álvarez
Teacher Education for Inclusive Bilingual Contexts Book PDF

Author : Patricia Martínez-Álvarez
Publisher : Routledge
Page : 259 pages
File Size : 47,7 Mb
Release : 2021-12-30
Category : Education
ISBN : 9781000519815

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Teacher Education for Inclusive Bilingual Contexts by Patricia Martínez-Álvarez Pdf

This text demonstrates how collective reflection can function as a central part of effective teacher preparation for work in inclusive bilingual environments. Through analysis of rich qualitative data, Teacher Education for Inclusive Bilingual Contexts shows how group reflection supports pre-service educators to recognize the intersectional circumstances faced by students and understand their identities beyond the possible confines of disability. This, in turn, engenders reconceptualization of standardized expectations and implicates the educator in developing student agency through individualized use of routine, language, and materials. The author offers cultural historical activity theory and disability studies in education as a basis for dialectal interactions to unearth contradictions and misunderstandings surrounding language acquisition and the learning of emergent bilinguals and highlight the ways in which educators can disrupt oppressive practices through expansive learning opportunities. This insightful volume will be of interest to researchers, scholars, and postgraduate students in the fields of inclusive education and disability studies, bilingual and language education, and teacher education.

Teacher Education Policy in the United States

Penelope M. Earley,David G. Imig,Nicholas M. Michelli
Teacher Education Policy in the United States Book PDF

Author : Penelope M. Earley,David G. Imig,Nicholas M. Michelli
Publisher : Routledge
Page : 281 pages
File Size : 42,6 Mb
Release : 2011-05-23
Category : Education
ISBN : 9781136914096

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Teacher Education Policy in the United States by Penelope M. Earley,David G. Imig,Nicholas M. Michelli Pdf

What constitutes a high quality teacher education program and what standards teacher candidates should meet before receiving their teaching credential? This volume advances deep understanding of the nature and sources of policy affecting the preparation of teachers in the U.S. and the conflicts or interconnections of these policies with the broader field of education policy. Contributions from actors in the policy world and experts representing the stakeholders are balanced and based on issues currently facing the field. Policy is viewed as evolving and political. The connection or lack thereof between policy and research is examined. Policy case studies ground the principles developed within specific chapters in practice and illustrate that policy questions and solutions are continually evolving and unsettled. Chapter-end commentaries by the editors relate the focus of each chapter to the overarching themes of the book: policy formation, policy influences, policy paradoxes, and connections to research. This volume is an essential resource for understanding and resolving today’s uncertainty and confusion over teacher education policy.

The Struggle for the Soul of Teacher Education

Kenneth M. Zeichner
The Struggle for the Soul of Teacher Education Book PDF

Author : Kenneth M. Zeichner
Publisher : Routledge
Page : 364 pages
File Size : 53,7 Mb
Release : 2017-10-10
Category : Education
ISBN : 9781351579001

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The Struggle for the Soul of Teacher Education by Kenneth M. Zeichner Pdf

The Struggle for the Soul of Teacher Education is a much-needed exploration of the unprecedented current controversies and debates over teacher education and professionalism. Set within the context of neo-liberal education reforms across the globe, the book explores how the current struggles over teaching and teacher education in the US came about, as well as reflections on where we should head in the future. Zeichner provides specific examples of work that moves teacher education toward greater congruency between ideals and practices, while outlining the basis for a new form of community-based teacher education, where universities and other program providers, local communities, school districts, and teacher unions share responsibility for the preparation of teachers. Ultimately, Zeichner problematizes an uncritical shift to more practice and clinical experience, and discusses the enduring problems of clinical teacher education that need to be addressed for this shift to be educative. Readers are sure to gain insight on transforming teacher education so it more adequately addresses the need to prepare teachers capable of providing a high-quality education with access to a rich and broad curriculum, and culturally and community responsive teaching for everyone’s children.

Overcoming Fragmentation in Teacher Education Policy and Practice

Brian Hudson
Overcoming Fragmentation in Teacher Education Policy and Practice Book PDF

Author : Brian Hudson
Publisher : Cambridge University Press
Page : 265 pages
File Size : 46,6 Mb
Release : 2017-04-06
Category : Education
ISBN : 9781316640791

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Overcoming Fragmentation in Teacher Education Policy and Practice by Brian Hudson Pdf

A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education. The need for greater coherence between the different aspects of teacher education has long been recognised. The 'universitization' of initial teacher education is sometimes perceived as widening the gap between theory and practice. In many countries there is no firm alignment between initial teacher education, induction and continuing professional development. Teacher education drivers are related to national systems and represent conflicting forces on teacher education institutions. Neoliberal policy initiatives have resulted in greater fragmentation. This book considers these issues in an international context and aims to identify directions for future research in relation to teacher education policy and practice.

Teacher Education in the English-Speaking World

Tom O'Donoghue,Clive Whitehead
Teacher Education in the English Speaking World Book PDF

Author : Tom O'Donoghue,Clive Whitehead
Publisher : IAP
Page : 241 pages
File Size : 43,7 Mb
Release : 2008-05-01
Category : Education
ISBN : 9781607526506

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Teacher Education in the English-Speaking World by Tom O'Donoghue,Clive Whitehead Pdf

This edited book is a comparative study on teacher education across ten major Englishspeaking regions of the world (USA, English Canada, England and Wales, Scotland, Ireland, Singapore, Hong Kong, South Africa, Australia, New Zealand). The focus on individual regions is reflective of a comparative approach with a long tradition going back to the turn of the twentieth century. This approach is still valid at the present time as it provides one of the best ways of initially structuring our understanding of teacher education at the macro level in order to facilitate communication of the situation crossnationally and prepare the way for higher levels of analyses. To this end, the book has twelve chapters: An introductory chapter details the focus of the book. This is followed by a chapter on each of the ten regions. Each of these chapters, written by an expert in the field: focuses on general trends in teacher education rather than on any specific aspect of it; focuses primarily on pre-service teacher education at the primary and post-primary levels, although some reference is also made to continuing professional development; strikes a balance between past, present and future trends; deals broadly with access to, the processes involved in, and the structure of, teacher education; has a unique structure rather than one based upon a formulaic approach. In the final chapter major themes are distilled from the case studies. It also outlines how the book furthers understanding of teacher education internationally, considers other groupings of regions ripe for consideration along similar lines, and indicates initiatives arising out of the case studies worthy of consideration for the improvement of teacher education cross-nationally.

Encyclopedia of Educational Leadership and Administration

Fenwick W. English
Encyclopedia of Educational Leadership and Administration Book PDF

Author : Fenwick W. English
Publisher : SAGE
Page : 1265 pages
File Size : 44,9 Mb
Release : 2006-02-16
Category : Education
ISBN : 9780761930877

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Encyclopedia of Educational Leadership and Administration by Fenwick W. English Pdf

Focusing on educational leadership and school administration, offers over six hundred alphabetically arranged entries covering theories, terms, concepts, and histories.

Teacher Education with an Attitude

Patrick J. Finn,Mary E. Finn
Teacher Education with an Attitude Book PDF

Author : Patrick J. Finn,Mary E. Finn
Publisher : State University of New York Press
Page : 268 pages
File Size : 55,6 Mb
Release : 2012-03-27
Category : Education
ISBN : 9780791480397

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Teacher Education with an Attitude by Patrick J. Finn,Mary E. Finn Pdf

Using a social justice approach to teacher education, the contributing teacher educators address the need to prepare teachers to understand the way social class, race, and culture impact their efforts to educate working-class students. By helping prepare teachers to strengthen democracy through education, the contributors offer ways to help them develop "critical consciousness"—the will to address society's injustices and inequities. Teachers who collaborate actively with their students, their families, and others, such as community and labor organizers, to challenge the economic and educational policies that keep the hierarchical structure in place, develop their own educational and political power alongside their students. These educators see schools as sites of struggle for democracy, and their students learn to direct their attitude toward outcomes that are in their collective self-interest.

Professional Development Schools and Social Justice

Kristien Zenkov,Diane Corrigan,Ronald S. Beebe,Corey R. Sell
Professional Development Schools and Social Justice Book PDF

Author : Kristien Zenkov,Diane Corrigan,Ronald S. Beebe,Corey R. Sell
Publisher : Lexington Books
Page : 378 pages
File Size : 40,7 Mb
Release : 2013-10-22
Category : Education
ISBN : 9780739177631

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Professional Development Schools and Social Justice by Kristien Zenkov,Diane Corrigan,Ronald S. Beebe,Corey R. Sell Pdf

This bookextends the national discussion about the Professional Development School (PDS) movement of the past three decades. The volume highlights school/university partnerships’ focus on collaborative activities that endeavor to promote social justice in and across P-12 and university classrooms, educational institutions, and communities. Professional Development Schools and Social Justice: Schools and Universities Partnering to Make a Difference guides veteran teachers, undergraduate and graduate pre-service teachers, and university faculty to understand how the PDS model might be oriented toward social justice ideals. Co-authored by school- and university-based educators, each chapter details the social justice work of specific partnerships and provides concrete instructional and curricular methods for application within both teacher education and PK-12 settings. Readers are provided insight into a range of elements of Professional Development Schools, including the development of PK-12 and teacher education curricula, processes of program implementation, and research and data collection.