Measurement and Research in the Accountability Era

Herausgeber: Dwyer, Carol Anne

• Broschiertes Buch

Produktbeschreibung

The subject of accountability warrants thoughtful and dispassionate attention in today's educational environment. The accountability and school reform policies that are put in place today will have wide-ranging and long-lasting consequences for all of the nation's learners. This volume stems from the 2003 Educational Testing Service Invitational Conference that convened leading scholars and practitioners from education, psychology, economics, statistics, and public policy to discuss the important topic of measurement and accountability. The book begins with a broad look at where measurement and research have been and then moves into an examination of technical and methodological issues in accountability systems, closing learner achievement gaps, teacher quality issues, econometric perspectives, and finally, the all-important matter of aligning curriculum, standards, and assessment. The chapters cover all significant aspects of the current accountability scene, with careful but not exclusive attention to the No Child Left Behind. Written by nationally recognized scholars with a mandate to write in a non-technical style, this volume appeals to anyone seriously interested in school reform and the educational accountability movement.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 360
• Erscheinungstermin: 4. Februar 2019
• Englisch
• Abmessung: 234mm x 156mm x 19mm
• Gewicht: 547g
• ISBN-13: 9781138866683
• ISBN-10: 1138866687
• Artikelnr.: 42787263

Autorenporträt

Carol Anne Dwyer

Inhaltsangabe

Contents: Preface. Introduction. Part I: The Science of Education and
Scientific Evidence. E.C. Lagemann, Toward a More Adequate Science of
Education. R.L. Linn, Scientific Evidence and Interference in Educational
Policy and Practice: Implications for Evaluating Adequate Yearly Progress.
S. Lewis, Issues Related to Disaggregating Data in a New Accountability. L.
Towne, Scientific Evidence and Interference in Educational Policy and
Practice: Defining and Implementing Scientifically Based Research. Part II:
Closing the Achievement Gap. A.C. Porter, Prospects for School Reform and
Closing the Achievement Gap. Part III: Improving Teacher Quality. C.V.
Gipps, Accountability Testing and the Implications for Teacher
Professionalism. R.M. Ingersoll, The Persistent Problem of Out-of-Field
Teaching. G. Ladson-Billings, No Teacher Left Behind: Issues of Equity and
Teacher Quality. Part IV: Test Linking: Technical and Conceptual
Challenges. M.J. Feuer, E Pluribus Unum: Linking Tests and Democratic
Education. P.W. Holland, Assessing the Validity of Test Linking: What Has
Happened Since Uncommon Measures? Part V: Accountability Issues for English
Language Learners. L.W. Fillmore, ELLs Caught in the Crossfire Between Good
Intentions and Bad Instructional Choices. J. Lara, Report on an Informal
Survey of ELL Educators at the State and Local Level. Part VI: Using
Econometric Modes in School Accountability. S. Loeb, F. Estrada, Have
Assessment-Based School Accountability Reforms Affected the Career
Decisions of Teachers? S.G. Rivkin, Stricter Regulations of Additional
Incentives? The Teacher Quality Policy Dilemma. C.E. Rouse, Accounting for
Schools: Econometric Issues in Measuring School Quality. Part VII:
Aligning the Elements of Accountability Systems. M.W. Kirst, Improving
Preparation for Non-Selective Postsecondary Education: Assessment and
Accountability Issues. E.L. Baker, Aligning Curriculum, Standards, and
Assessments: Fulfilling the Promise of School Reform.