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Direct linkNichols, Joseph R., Jr.; Cuenca, Alexander – Action in Teacher Education, 2014
The current accountability conversation in teacher education is the direct result of the policy paradigms that shape our understandings of schooling and reform. The authors present cases from Georgia and Missouri illustrating how these policy paradigms have resulted in outcomes-based accountability initiatives for teacher education. Specifically,…
Descriptors: Teacher Education, Accountability, Educational Change, Economic Progress
