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This book provides professors with the insights and tools necessary to achieve higher levels on accountability assessment outcomes while preparing students for enhancing their own career success in a more complex future. In recent years, many initiatives have been implemented by a number of state legislatures and boards of trustees to increase “institutional effectiveness.” These measures have made colleges and universities aware that practices once accepted as sacrosanct within the culture will, from this time forward, be assessed regularly for their contribution to achieving more accountable outcomes. This book equips professors to address outcome goals in a proactive manner.
Book Synopsis Teaching College in an Age of Accountability by : Richard E. Lyons
Download or read book Teaching College in an Age of Accountability written by Richard E. Lyons and published by Prentice Hall. This book was released on 2003 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides professors with the insights and tools necessary to achieve higher levels on accountability assessment outcomes while preparing students for enhancing their own career success in a more complex future. In recent years, many initiatives have been implemented by a number of state legislatures and boards of trustees to increase “institutional effectiveness.” These measures have made colleges and universities aware that practices once accepted as sacrosanct within the culture will, from this time forward, be assessed regularly for their contribution to achieving more accountable outcomes. This book equips professors to address outcome goals in a proactive manner.
This book documents the "brave new world" of teacher, administrator, school, and student accountability that has swept across the United States in recent years. Its particular vantage point is the perspective of dozens of new teachers trying to make their way through their first months and years working in schools in the New York City metropolitan area. The issues they grapple with are not, however, unique to this context, but common problems found today in urban, suburban, and rural schools across the United States. The stories in this book offer a compelling portrait of these teachers' encounters with the new culture of accountability and the strategies they develop for coping, even succeeding, within such demanding settings. Learning to Teach in an Age of Accountability: *introduces research on teaching and engages the "big ideas" concerning teacher research, highlighting what we know and where that leads us; *offers a rich set of teacher narratives that are organized to widen the angle of vision from biography, to classrooms, schools, and society; and *includes questions and activities to encourage discussion and further research about the ideas raised; and *addresses the possibilities for best practice and curricular decision making in light of the issues and ideas presented in the book. This volume--unique in its portrayal of new teachers' encounters with issues of accountability--makes a singular contribution to the educational literature on new teachers. It is relevant to everyone interested in the contemporary world of teaching, and is particularly appropriate as a text for preservice and in-service students. All readers who believe that the key to a good school lies in attracting and keeping good teachers will find the issues presented here both personally engaging and deeply troubling.
Book Synopsis Learning To Teach in an Age of Accountability by : Arthur T. Costigan
Download or read book Learning To Teach in an Age of Accountability written by Arthur T. Costigan and published by Routledge. This book was released on 2004-09-10 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book documents the "brave new world" of teacher, administrator, school, and student accountability that has swept across the United States in recent years. Its particular vantage point is the perspective of dozens of new teachers trying to make their way through their first months and years working in schools in the New York City metropolitan area. The issues they grapple with are not, however, unique to this context, but common problems found today in urban, suburban, and rural schools across the United States. The stories in this book offer a compelling portrait of these teachers' encounters with the new culture of accountability and the strategies they develop for coping, even succeeding, within such demanding settings. Learning to Teach in an Age of Accountability: *introduces research on teaching and engages the "big ideas" concerning teacher research, highlighting what we know and where that leads us; *offers a rich set of teacher narratives that are organized to widen the angle of vision from biography, to classrooms, schools, and society; and *includes questions and activities to encourage discussion and further research about the ideas raised; and *addresses the possibilities for best practice and curricular decision making in light of the issues and ideas presented in the book. This volume--unique in its portrayal of new teachers' encounters with issues of accountability--makes a singular contribution to the educational literature on new teachers. It is relevant to everyone interested in the contemporary world of teaching, and is particularly appropriate as a text for preservice and in-service students. All readers who believe that the key to a good school lies in attracting and keeping good teachers will find the issues presented here both personally engaging and deeply troubling.
It’s clear that American public education has been under assault for more than the last 30 years. So much of this current "age of accountability" has focused on blame, both of teachers and those who prepare them. Somehow, unlike in other professions, declarations were made to the effect that anyone could teach better than teachers, including business leaders and people from tony universities without teacher preparation. The Age of Accountability scrutinizes the attack on teachers through weaponized data. While an effective corporate tool to improve bottom-line goals, its use in education became more sinister and misanthropic. International PISA scores imply the mediocre ability of American students, fueling a belief that American education needed more than an upgrade. The only answer that would placate many was a complete upheaval, a redefinition of a teacher and who should be permitted to become one. We teachers ceded authority to these business and legislative forces. Their subsequent fervor for testing overwhelmed teaching and drove the joy out of schooling for students. It is time for a recounting of what has been done to the profession and to our children. Young teachers need encouragement and veteran teachers need reminding of their valiant and effective efforts. Perfect for courses such as: History of Education | Assessment in Teacher Evaluation | Value-Added Metrics | Urban Education | University Teacher Preparation | Teaching and Learning
Book Synopsis The Age of Accountability by : Dominic Belmonte
Download or read book The Age of Accountability written by Dominic Belmonte and published by Myers Education Press. This book was released on 2020-05-14 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: It’s clear that American public education has been under assault for more than the last 30 years. So much of this current "age of accountability" has focused on blame, both of teachers and those who prepare them. Somehow, unlike in other professions, declarations were made to the effect that anyone could teach better than teachers, including business leaders and people from tony universities without teacher preparation. The Age of Accountability scrutinizes the attack on teachers through weaponized data. While an effective corporate tool to improve bottom-line goals, its use in education became more sinister and misanthropic. International PISA scores imply the mediocre ability of American students, fueling a belief that American education needed more than an upgrade. The only answer that would placate many was a complete upheaval, a redefinition of a teacher and who should be permitted to become one. We teachers ceded authority to these business and legislative forces. Their subsequent fervor for testing overwhelmed teaching and drove the joy out of schooling for students. It is time for a recounting of what has been done to the profession and to our children. Young teachers need encouragement and veteran teachers need reminding of their valiant and effective efforts. Perfect for courses such as: History of Education | Assessment in Teacher Evaluation | Value-Added Metrics | Urban Education | University Teacher Preparation | Teaching and Learning
What is the spiritual condition of infants? According to the Augustinian-Calvinist view, all people inherit from the first Adam both a sinful nature and his guilt. The result is that all infants are subject to the judgment of God against their nature before they knowingly commit any sinful actions. But is this the clear teaching of Scripture? In The Spiritual Condition of Infants, Adam Harwood examines ten relevant biblical texts and the writings of sixteen theologians in order to clarify the spiritual condition of infants. Although no passage explicitly states the spiritual condition of infants, each text makes contributions by addressing the doctrines of man, sin, the church, and salvation. If this biblical-historical analysis exposes the traditional Augustinian-Calvinist view to be inadequate, then is it possible to construct an alternate view of the spiritual condition of infants? Such a view should remain faithful to the biblical emphasis on humankind's connection to Adam and his sin but also recognize the guilt and condemnation of an individual only in the manner and time that God does in Scripture. That is the aim of this book.
Book Synopsis The Spiritual Condition of Infants by : Adam Harwood
Download or read book The Spiritual Condition of Infants written by Adam Harwood and published by Wipf and Stock Publishers. This book was released on 2011-03-15 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: What is the spiritual condition of infants? According to the Augustinian-Calvinist view, all people inherit from the first Adam both a sinful nature and his guilt. The result is that all infants are subject to the judgment of God against their nature before they knowingly commit any sinful actions. But is this the clear teaching of Scripture? In The Spiritual Condition of Infants, Adam Harwood examines ten relevant biblical texts and the writings of sixteen theologians in order to clarify the spiritual condition of infants. Although no passage explicitly states the spiritual condition of infants, each text makes contributions by addressing the doctrines of man, sin, the church, and salvation. If this biblical-historical analysis exposes the traditional Augustinian-Calvinist view to be inadequate, then is it possible to construct an alternate view of the spiritual condition of infants? Such a view should remain faithful to the biblical emphasis on humankind's connection to Adam and his sin but also recognize the guilt and condemnation of an individual only in the manner and time that God does in Scripture. That is the aim of this book.
Educational Tests and Measurements in the Age of Accountability is a core text for use in a first level graduate course in educational measurement and testing. In addition to covering the topics traditionally found in core textbooks for this course, this text also provides coverage of contemporary topics (including national testing programs, international achievement comparisons, the value added assessment of schools and teachers, and the public policy debate on selective admissions vs. affirmative minority enrollment).
Book Synopsis Educational Assessment by : Robert J. Wright
Download or read book Educational Assessment written by Robert J. Wright and published by SAGE. This book was released on 2008 with total page 665 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational Tests and Measurements in the Age of Accountability is a core text for use in a first level graduate course in educational measurement and testing. In addition to covering the topics traditionally found in core textbooks for this course, this text also provides coverage of contemporary topics (including national testing programs, international achievement comparisons, the value added assessment of schools and teachers, and the public policy debate on selective admissions vs. affirmative minority enrollment).
What current theoretical frameworks inform academic and professional writing? What does research tell us about the effectiveness of academic and professional writing programs? What do we know about existing best practices? What are the current guidelines and procedures in evaluating a program’s effectiveness? What are the possibilities in regard to future research and changes to best practices in these programs in an age of accountability? Editors Shirley Wilson Logan and Wayne H. Slater bring together leading scholars in rhetoric and composition to consider the history, trends, and future of academic and professional writing in higher education through the lens of these five central questions. The first two essays in the book provide a history of the academic and professional writing program at the University of Maryland. Subsequent essays explore successes and challenges in the establishment and development of writing programs at four other major institutions, identify the features of language that facilitate academic and professional communication, look at the ways digital practices in academic and professional writing have shaped how writers compose and respond to texts, and examine the role of assessment in curriculum and pedagogy. An afterword by distinguished rhetoric and composition scholars Jessica Enoch and Scott Wible offers perspectives on the future of academic and professional writing. This collection takes stock of the historical, rhetorical, linguistic, digital, and evaluative aspects of the teaching of writing in higher education. Among the critical issues addressed are how university writing programs were first established and what early challenges they faced, where writing programs were housed and who administered them, how the language backgrounds of composition students inform the way writing is taught, the ways in which current writing technologies create new digital environments, and how student learning and programmatic outcomes should be assessed.
Book Synopsis Academic and Professional Writing in an Age of Accountability by : Shirley Wilson Logan
Download or read book Academic and Professional Writing in an Age of Accountability written by Shirley Wilson Logan and published by Southern Illinois University Press. This book was released on 2018-12-27 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: What current theoretical frameworks inform academic and professional writing? What does research tell us about the effectiveness of academic and professional writing programs? What do we know about existing best practices? What are the current guidelines and procedures in evaluating a program’s effectiveness? What are the possibilities in regard to future research and changes to best practices in these programs in an age of accountability? Editors Shirley Wilson Logan and Wayne H. Slater bring together leading scholars in rhetoric and composition to consider the history, trends, and future of academic and professional writing in higher education through the lens of these five central questions. The first two essays in the book provide a history of the academic and professional writing program at the University of Maryland. Subsequent essays explore successes and challenges in the establishment and development of writing programs at four other major institutions, identify the features of language that facilitate academic and professional communication, look at the ways digital practices in academic and professional writing have shaped how writers compose and respond to texts, and examine the role of assessment in curriculum and pedagogy. An afterword by distinguished rhetoric and composition scholars Jessica Enoch and Scott Wible offers perspectives on the future of academic and professional writing. This collection takes stock of the historical, rhetorical, linguistic, digital, and evaluative aspects of the teaching of writing in higher education. Among the critical issues addressed are how university writing programs were first established and what early challenges they faced, where writing programs were housed and who administered them, how the language backgrounds of composition students inform the way writing is taught, the ways in which current writing technologies create new digital environments, and how student learning and programmatic outcomes should be assessed.
The 3rd edition of this introduction to and analysis of contemporary concepts of curriculum that emerged from the Reconceptualization of curriculum studies brings readers up to date on the major research themes within the historical development of the field.
Book Synopsis Curriculum Development in the Postmodern Era by : Patrick Slattery
Download or read book Curriculum Development in the Postmodern Era written by Patrick Slattery and published by Routledge. This book was released on 2013 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 3rd edition of this introduction to and analysis of contemporary concepts of curriculum that emerged from the Reconceptualization of curriculum studies brings readers up to date on the major research themes within the historical development of the field.
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.
Book Synopsis Reclaiming Accountability in Teacher Education by : Marilyn Cochran-Smith
Download or read book Reclaiming Accountability in Teacher Education written by Marilyn Cochran-Smith and published by Teachers College Press. This book was released on 2018-04-20 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
The insistence by policymakers and politicians that educators be held accountable for student outcomes has resulted in dramatic shifts in the responsibilities of department chairs, principals, and superintendents. Educational Leadership in an Age of Accountability explores these changes in Virginia, following its implementation of an ambitious accountability plan that called for standards of learning, statewide high-stakes tests, standards of accreditation, and annual school performance report cards. This book examines factors such as the fate of students who fail state tests, achievement differences between black and white students, ethical issues surrounding accountability measures, and the increasing politicization of local schooling. Educational Leadership in an Age of Accountability shows that accountability pressure has done more than previous reforms to foster instructional leadership.
Book Synopsis Educational Leadership in an Age of Accountability by : Daniel L. Duke
Download or read book Educational Leadership in an Age of Accountability written by Daniel L. Duke and published by State University of New York Press. This book was released on 2012-02-01 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: The insistence by policymakers and politicians that educators be held accountable for student outcomes has resulted in dramatic shifts in the responsibilities of department chairs, principals, and superintendents. Educational Leadership in an Age of Accountability explores these changes in Virginia, following its implementation of an ambitious accountability plan that called for standards of learning, statewide high-stakes tests, standards of accreditation, and annual school performance report cards. This book examines factors such as the fate of students who fail state tests, achievement differences between black and white students, ethical issues surrounding accountability measures, and the increasing politicization of local schooling. Educational Leadership in an Age of Accountability shows that accountability pressure has done more than previous reforms to foster instructional leadership.
This volume explores the role of some of the most prominent twentieth-century philosophers and political thinkers as teachers. It examines how these teachers conveyed truth to their students against the ideological influences found in the university and society. Philosophers from Edmund Husserl and Hannah Arendt to political thinkers like Eric Voegelin and Leo Strauss, and their students such as Ellis Sandoz, Stanley Rosen, and Harvey Mansfield, are in this volume as teachers who analyze, denounce, and attempt to transcend ideology for a more authentic way of thinking. What the reader will discover is that teaching is not merely a matter of holding concepts together, but a way of existing or living in the world. The thinkers in this volume represent this form of teaching as the philosophical search for truth in a world deformed by ideology.
Book Synopsis Teaching in an Age of Ideology by : Lee Trepanier
Download or read book Teaching in an Age of Ideology written by Lee Trepanier and published by Lexington Books. This book was released on 2012-10-16 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume explores the role of some of the most prominent twentieth-century philosophers and political thinkers as teachers. It examines how these teachers conveyed truth to their students against the ideological influences found in the university and society. Philosophers from Edmund Husserl and Hannah Arendt to political thinkers like Eric Voegelin and Leo Strauss, and their students such as Ellis Sandoz, Stanley Rosen, and Harvey Mansfield, are in this volume as teachers who analyze, denounce, and attempt to transcend ideology for a more authentic way of thinking. What the reader will discover is that teaching is not merely a matter of holding concepts together, but a way of existing or living in the world. The thinkers in this volume represent this form of teaching as the philosophical search for truth in a world deformed by ideology.
