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

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 article explores the emergence and possible consequences of the 2015 U.S. Department of Education’s proposed federal regulatory policy on teacher education programs and alternative route providers. After describing the key features of the policy, we examine the re...

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Bibliographic Details
Main Authors: Maria Teresa Tatto, Corey Savage, Wei Liao, Stefanie L. Marshall, Paul Goldblatt, Leonardo M. Contreras
Format: Article
Language:English
Published: Arizona State University 2016-02-01
Series:Education Policy Analysis Archives
Subjects:
teacher preparation, accountability
effectiveness
United States
Online Access:https://epaa.asu.edu/ojs/article/view/2322

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