Policy, Professionalization, Privatization, and Performance Assessment
This volume reviews the background of mandated teacher performance assessment with an emphasis on policy, privatization, and professionalization. The authors discuss the potential impact of mandated teacher performance assessments on teacher education in
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Theresa J. Gurl Limarys Caraballo Leslee Grey John H. Gunn David Gerwin Héfer Bembenutty
Policy, Professionalization, Privatization, and Performance Assessment Affordances and Constraints for Teacher Education Programs 123
SpringerBriefs in Education
More information about this series at http://www.springer.com/series/8914
Theresa J. Gurl · Limarys Caraballo Leslee Grey · John H. Gunn David Gerwin · Héfer Bembenutty
Policy, Professionalization, Privatization, and Performance Assessment Affordances and Constraints for Teacher Education Programs
13
Theresa J. Gurl Queens College City University of New York Queens, NY USA
John H. Gunn Queens College City University of New York Queens, NY USA
Limarys Caraballo Queens College City University of New York Queens, NY USA
David Gerwin Queens College City University of New York Queens, NY USA
Leslee Grey Queens College City University of New York Queens, NY USA
Héfer Bembenutty Queens College City University of New York Queens, NY USA
ISSN 2211-1921 ISSN 2211-193X (electronic) SpringerBriefs in Education ISBN 978-3-319-29144-4 ISBN 978-3-319-29146-8 (eBook) DOI 10.1007/978-3-319-29146-8 Library of Congress Control Number: 2016930059 © The Author(s) 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by SpringerNature The registered company is Springer International Publishing AG Switzerland
Foreword
Who Decides and Why it Matters The question, “Who decides who becomes a teacher?” is more accurately divided into two questions: “Who decides?” and “Who becomes a teacher?” These questions frame an essential aspect of contemporary education reform, since teacher preparation programs, however they appear and are enacted, will determine the characteristics and nature of the profession. Exploring who decides who becomes a teacher requires recognition of sociocultural realities, such as how the teaching force is increasingly whiter and wealthier than the stu
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