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ERIC Number: EJ994728
Record Type: Journal
Publication Date: 2013
Pages: 22
Abstractor: As Provided
Reference Count: 68
ISSN: ISSN-0013-1725
The Politics of Accountability: Assessing Teacher Education in the United States
Cochran-Smith, Marilyn; Piazza, Peter; Power, Christine
Educational Forum, v77 n1 p6-27 2013
Currently there are multiple teacher education reform policies being proposed, piloted, and debated at a variety of levels and by various interest groups, stakeholders, and policy-makers. Along with an unprecedented sense of urgency about these important goals, what most U.S. reforms have in common is increased accountability. Using a discourse approach to policy analysis, which we label "the politics of policy," this article analyzes three complicated and evolving contemporary accountability initiatives in the United States: (1) "Our Future, Our Teachers," which is the Obama administration's proposed blueprint for the reform of teacher education programs, in particular its call for the assessment of preparation programs based on the impact of program graduates on their eventual K-12 students' test scores; (2) the "Teacher Performance Assessment," which is a nationally accessible instrument for assessing beginning teaching performance currently being piloted in 25 states through a partnership of Stanford University and Pearson Education, Inc.; and, (3) "Building Better Teachers: A National Review of Teacher Preparation Programs," which is an evaluation of collegiate teacher preparation programs conducted by the National Council on Teacher Quality with results to appear in "U.S. News and World Report." Our analysis makes clear that policy (and policy proposals) is unavoidably political, and that policy-making involves contentious debate as well as complicated political maneuvering and strategies, including resistance and litigation. (Contains 1 figure.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States