Reclaiming Accountability in Teacher Education PDF Download

Author: Marilyn Cochran-Smith
Publisher: Teachers College Press
ISBN: 0807759317
Category : Education
Languages : en
Pages : 241

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Book Description
Cochran-Smith and her research team argue that it is time for teacher educators to reclaim accountability. They critique major accountability initiatives, exposing the lack of evidence behind these policies and the negative impact they have on teacher education. They also offer an achievable alternative based on a commitment to equity and democracy.

Author: Heidi Kitrosser
Publisher: University of Chicago Press
ISBN: 022619177X
Category : Law
Languages : en
Pages : 292

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Book Description
Americans tend to believe in government that is transparent and accountable. Those who govern us work for us, and therefore they must also answer to us. But how do we reconcile calls for greater accountability with the competing need for secrecy, especially in matters of national security? Those two imperatives are usually taken to be antithetical, but Heidi Kitrosser argues convincingly that this is not the case—and that our concern ought to lie not with secrecy, but with the sort of unchecked secrecy that can result from “presidentialism,” or constitutional arguments for broad executive control of information. In Reclaiming Accountability, Kitrosser traces presidentialism from its start as part of a decades-old legal movement through its appearance during the Bush and Obama administrations, demonstrating its effects on secrecy throughout. Taking readers through the key presidentialist arguments—including “supremacy” and “unitary executive theory”—she explains how these arguments misread the Constitution in a way that is profoundly at odds with democratic principles. Kitrosser’s own reading offers a powerful corrective, showing how the Constitution provides myriad tools, including the power of Congress and the courts to enforce checks on presidential power, through which we could reclaim government accountability.

Author: Wendy Sharer
Publisher: University Press of Colorado
ISBN: 1607324350
Category : Language Arts & Disciplines
Languages : en
Pages : 341

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Book Description
Reclaiming Accountability brings together a series of critical case studies of writing programs that have planned, implemented, and/or assessed the impact of large-scale accreditation-supported initiatives. The book reimagines accreditation as a way to leverage institutional or programmatic change. Contributions to the volume are divided into three parts. Part 1 considers how specialists in composition and rhetoric can work most productively with accrediting bodies to design assessments and initiatives that meet requirements while also helping those agencies to better understand how writing develops and how it can most effectively be assessed. Parts 2 and 3 present case studies of how institutions have used ongoing accreditation and assessment imperatives to meet student learning needs through programmatic changes and faculty development. They provide concrete examples of productive curricular (part 2) and instructional (part 3) changes that can follow from accreditation mandates while providing guidance for navigating challenges and pitfalls that WPAs may encounter within shifting and often volatile local, regional, and national contexts. In addition to providing examples of how others in the profession might approach such work, Reclaiming Accountability addresses assessment requirements beyond those in the writing program itself. It will be of interest to department heads, administrators, writing program directors, and those involved with writing teacher education, among others. Contributors: Linda Adler-Kassner, William P. Banks, Remica Bingham-Risher, Melanie Burdick, Polina Chemishanova, Malkiel Choseed, Kyle Christiansen, Angela Crow, Maggie Debelius, Michelle F. Eble, Jonathan Elmore, Lorna Gonzalez, Angela Green, Jim Henry, Ryan Hoover, Rebecca Ingalls, Cynthia Miecznikowski, Susan Miller-Cochran, Cindy Moore, Tracy Ann Morse, Joyce Magnotto Neff, Karen Nulton, Peggy O’Neill, Jessica Parker, Mary Rist, Rochelle Rodrigo, Tulora Roeckers, Shirley K. Rose, Iris M. Saltiel, Wendy Sharer, Terri Van Sickle, Jane Chapman Vigil, David M. Weed

Author: Marilyn Cochran-Smith
Publisher: Teachers College Press
ISBN: 0807777102
Category : Education
Languages : en
Pages :

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Book Description
Teacher accountability has been a major strategy for “fixing” education for the last 2 decades. In this book, Cochran-Smith and her research team argue that it is time for teacher educators to reclaim accountability by adopting a new approach that features intelligent professional responsibility, challenges the structures and processes that reproduce inequity, and sustains multi-layered collaboration with diverse communities. The authors analyze and critique major accountability initiatives, including Department of Education regulations, CAEP accreditation procedures, NCTQ teacher preparation reviews, and edTPA, and expose the lack of evidence behind these policies, as well as the negative impact they are having on teacher education. However, the book does not conclude that accountability is the wrong direction for the next generation of teacher education. Instead, the authors offer a clear and achievable vision of accountability for teacher education based on a commitment to equity and democracy. “This book should be at the center of teacher education conversations everywhere.” —Gloria Ladson-Billings, professor emerita, University of Wisconsin-Madison “This is one of the most brilliant books in education, period.” —Kevin Kumashiro, education consultant “In these frightening days of uncertainty, chaos, and conflict, this timely volume dares to call for hope and collective action.” —A. Lin Goodwin, Teachers College, Columbia University “This very important book exposes the lack of evidence supporting dominant accountability policies in teacher education. It is a must-read for teacher educators and policymakers.” —Ken Zeichner, University of Washington

Author: Heidi Kitrosser
Publisher: University of Chicago Press
ISBN: 022619163X
Category : Law
Languages : en
Pages : 292

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Book Description
Americans have long treated government accountability as a birthright. However, accountability is frequently tossed about in a rhetorically effective but substantively empty way. We often feel that those in government “work for us” and therefore must “answer to us,” but fail to grapple with the conditions under which we can really assess how accountable our government is. This is especially true with respect to matters of secrecy and transparency in government as, while we routinely voice support for transparency and accountability, we too often tolerate secrecy when associated with “national security.” The government plainly needs to keep some information secret, and there are ways to reconcile secrecy with accountability. In Reclaiming Accountability, unchecked secrecy is the primary concern as insufficient checking breeds unnecessary, even counterproductive, secrecy and is also deeply antithetical to accountability. Heidi Kitrosser shows how, for all of its influence, “presidentialism” badly misreads the Constitution. The book first explains presidentialism and its major component parts – “supremacy” and “unitary executive theory.” It then details how supremacy and unitary executive theory manifest themselves as arguments for a broad presidential power to control information. The descriptive elements lay the groundwork for Kitrosser's two normative arguments. The first is that the Constitution situates the presidency within a substantive accountability framework that entails substantial congressional and judicial leeway to impose and enforce external and internal checks on presidential power to foster transparency and accountability. And, closely related, the second argument is that supremacy and unitary executive theory misread the Constitution.

Author: Chris W. Gallagher
Publisher: Heinemann Educational Books
ISBN:
Category : Education
Languages : en
Pages : 164

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Book Description
No Child Left Behind and accountability programs generally operate via assessment-driven instruction causing a de-professionalization of teachers and a disengagement of students. Chris Gallagher offers us an alternative: instruction-driven assessment with teachers as the primary assessment instrument. It looks like a way to restore teachers as professionals and to restore students as engaged learners . . . and it looks doable. - Gerald W. Bracey, author of Reading Educational Research: How to Avoid Getting Statistically Snookered This is the most engaging, exciting, and useful book on assessment I have read in a long time. Chris Gallagher draws on the rich experiences of Nebraska educators to show why and how that state's teachers are leading a profoundly important assessment revolution. - Monty Neill, Executive Director, FairTest (National Center for Fair & Open Testing) Reclaiming Assessment details a more humane, more educationally sound way to conduct assessments than what is called for in national and state test-based accountability policies. It examines how Nebraska rejected harmful, high-stakes testing in favor of teacher-designed assessments through a groundbreaking local-control assessment system. Presenting vital conceptual details and practical information for any state, district, or school committed to finding something better for their students than filling ovals, Chris Gallagher focuses in on what makes Nebraska's plan work and how it can transform and has transformed classrooms and policies. In particular he homes in on four key aspects of successful teacher-led assessment: engaging teachers by reinvesting them with classroom- and curricular-level decision-making power engaging students through meaningful classroom assessment engaging colleagues through a new, energizing model of professional development engaging parents and other community members through school-community projects. In each instance, Gallagher combines lessons from Nebraska's school-improvement program with "portraits of practice," vignettes written by Nebraska educators that give a close-up look at how the state's assessment system works, why it works, the settings in which it's making a difference, and the leadership styles that match its goals best. Both a challenge to educators to take back assessment from politicized, top-level bureaucrats and a call to create a new agenda for contemporary education, Reclaiming Assessment is an ideal starting point for your efforts to return to student-centered, not test-centered assessment. Put your trust in educators' abilities to observe and know their students, then read Reclaiming Assessment, adopt an assessment model that's already succeeding in hundreds of schools, and start improving how your students are assessed today.

Author: John Marchica
Publisher: Davies-Black Publishing
ISBN: 9780891061854
Category : Business & Economics
Languages : en
Pages : 238

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Book Description
This books lays out the strategies, guidelines, and tools to help anyone with the desire to influence change in organizations, move from purpose to action.

Author: Kennedy, James Ronald
Publisher: Pelican Publishing
ISBN: 9781455610952
Category : Federal government
Languages : en
Pages : 352

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Book Description
Blueprint for a "Liberty-Based Society." The present movement toward an all-powerful government is approaching exhaustion. Recognizing that special interests-both liberal and conservative-participating in the spoils of the system have failed to defend Americans' personal freedoms, James Ronald Kennedy has issued a call to action. By following these steps, modern Americans can establish a "Liberty-Based Society" and recapture a Jacksonian democracy in which everyone enjoys the rights and prosperity envisioned by our forefathers. Mr. Kennedy presents workable solutions, supported by our original Constitution, to combat runaway taxation, federal interference, welfare abuse, and other current societal ills. He offers historical evidence to support his conviction that all Americans will benefit, grow, and prosper in an audacious new society that encourages personal accountability, self-determinism, and individual ambition.

Author: Stephen Eric Bronner
Publisher: Columbia University Press
ISBN: 0231126085
Category : Enlightenment
Languages : en
Pages : 201

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Book Description
In 1947 Horkheimer and Adorno connected the Enlightenment with totalitarianism. Since when the Left has drifted into the language and imagery of the European Counter-Enlightenment, the movement against 1776 and 1789. Bronner sets out to reclaim the heritage of progressive politics.

Author: Bianca J. Baldridge
Publisher: Stanford University Press
ISBN: 1503607909
Category : Social Science
Languages : en
Pages : 397

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Book Description
Approximately 2.4 million Black youth participate in after-school programs, which offer a range of support, including academic tutoring, college preparation, political identity development, cultural and emotional support, and even a space to develop strategies and tools for organizing and activism. In Reclaiming Community, Bianca Baldridge tells the story of one such community-based program, Educational Excellence (EE), shining a light on both the invaluable role youth workers play in these spaces, and the precarious context in which such programs now exist. Drawing on rich ethnographic data, Baldridge persuasively argues that the story of EE is representative of a much larger and understudied phenomenon. With the spread of neoliberal ideology and its reliance on racism—marked by individualism, market competition, and privatization—these bastions of community support are losing the autonomy that has allowed them to embolden the minds of the youth they serve. Baldridge captures the stories of loss and resistance within this context of immense external political pressure, arguing powerfully for the damage caused when the same structural violence that Black youth experience in school, starts to occur in the places they go to escape it.