Search results for: Accountability
Page 7/8 76 items
Working Within and Against Neoliberal Accreditation Agendas: Opportunities for Professional Experience
Over the past decade in Australia, a neo-liberal political climate has delivered to universities and schools increasing expectations concerning accountability and conformity within professional standards frameworks. This has contributed to growing pressure around Professional Experience programs within teacher education. In light of such accountability agendas, the article analyses impacts arising from the emergence of institutions such as the New South Wales Institute of Teachers.
Updated: Apr. 27, 2009
Legitimacy and Identity in Teacher Education: A Micro-Political Struggle Constrained by Macro-Political Pressures
As the university's role has become focused on supporting economic development and global competitiveness, the macro-political context is at odds with longstanding agendas of professional responsibility and self-governance in teacher education. In this policy context, the authors argue that teacher educators need to engage in rigorous practice-based inquiry that addresses issues of policy and governance, particularly those that tend toward direct government intervention or professional governance.
Updated: Apr. 27, 2009
This paper builds on the argument that during the late 1990s and into the early 2000s, a ‘new teacher education’ emerged in the USA. It was constructed as a public policy problem, based on research and evidence, and driven by outcomes. This new teacher education is both for better and for worse. The paper suggests that the trends that characterized the emergence of the new teacher education have continued and intensified, especially in light of larger national and global policy and political issues.
Updated: Feb. 12, 2009
In this article, the author explores how Michel Foucault’s notion of the “care of the self” might provide a conceptual basis for resistance to the normalizing practices and disciplinary power associated with high-stakes accountability and resulting educational practices. The author suggests that to shift attention from limited notions of the self toward expansive and creative possibilities for constituting the self requires clarity on what it means by the educated self in a context of accountability.
Updated: Dec. 17, 2008
Tracking In The Era of High Stakes State Accountability Reform: Case Studies Of Classroom Instruction In North Carolina
Considerable controversy surrounds the issue of whether high-stakes statewide accountability programs have led to more equitable educational opportunities for all students.The central question is: What is the nature of curriculum and instruction for different groups of students in the new school reform context of high-stakes, statewide accountability programs, and what are the implications for equity? The author focuses on the nature of classroom instruction for students in the “regular” classes, which are disproportionately populated by students of color from low socioeconomic backgrounds, with that of their peers in “academically gifted” classes and considers the implications for equity in this new policy context.
Updated: Dec. 15, 2008
Teacher Perspectives on Online Collaborative Learning: Factors Perceived as Facilitating and Impeding Successful Online Group Work
The article explores factors facilitating or impeding completion of online group work in a virtual graduate school of education program. Open-ended questions were asked about individual accountability, affective team support, the presence of a positive group leader, consensus building skills, and clear instructions. Recommendations were given for group projects in online environments.
Updated: Nov. 27, 2008
The article examines the professional identity of a reading specialist. It offers an inside look at the pressures at her elementary school and practices, and tensions between her personal beliefs, and knowledge about effective reading instruction and district based pressures to help her students pass the 'test.'
Updated: Nov. 23, 2008
This article addresses the ideological challenges and opportunities presented by the European Commission’s commitment to the identification of key competencies for education and training. Furthermore, it examines the development of indicators which can be used to monitor and evaluate progress towards these competences across the European Union. The construction of ‘competence’ is an ideological and political act, since it is an indication of a particular understanding of the ‘good life’, which may be different when viewed from within a social justice narrative or a neo-liberal narrative. The notion of ‘meta-competence’ is explored as a means of transcending the binary tension between an economic and a social narrative.
Updated: Oct. 27, 2008
In this article the model Educational Value-Added Assessment System (EVAAS) is examined. The methodological issues with the model are presented. The author considers it the model most sophisticated value-added model.
Updated: Sep. 18, 2008
Agency and Child-Centered Practices in Novice Teachers: Autonomy, Efficacy, Intentionality, and Reflectivity
The article examines definitions of agency in the literature; then we test these definitions against the work of novice teachers to instantiate the concept of agency with concrete examples from their work. It then and explores what distinguishes teachers who maintain a child-centered stance in the face of standardization.
Updated: Sep. 01, 2008