The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations

Using a sociological framework this articleexplores the emergence and possible consequences of the 2015 U.S. Department of Education’s proposed federal regulatory policy on teacher educationprogramsand alternative route providers.After describing the key features of the policy,we examine the researc...

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Détails bibliographiques
Publié dans:Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas
Auteurs principaux: Maria Teresa Tatto, Corey Savage, Wei Liao, Stefanie L. Marshall, Paul Goldblatt, Leonardo Medel Contreras
Format: Artigo
Langue:Inglês
Publié: Arizona State University 2016
Sujets:
Educación
effectiveness
United States
accountability
Teacher preparation
Accès en ligne:https://www.redalyc.org/articulo.oa?id=275043450014
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