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ERIC Number: EJ1048677
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-0162-6620
Two Roadmaps, One Destination: The Economic Progress Paradigm in Teacher Education Accountability in Georgia and Missouri
Nichols, Joseph R., Jr.; Cuenca, Alexander
Action in Teacher Education, v36 n5-6 p446-459 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, the authors discuss the procedures these states are using to connect P-12 teacher performance with teacher preparation programs. The authors conclude that the impact of these reform initiatives have the potential to turn teacher education into an individualistic, economic good.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia; Missouri
Identifiers - Laws, Policies, & Programs: Race to the Top