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Caught in a Vise: The Challenges Facing Teacher Preparation in an Era of Accountability

by Rick Ginsberg & Neal Kingston
This study examines accountability in teacher education in an era of testing. It compares how multiple professions evaluate program outcomes and identifies concerns with overemphasis on value-added models as the basis for assessing the impact of teacher preparation program graduates. Suggestions are offered for possible alternative paths.
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Exploring the Intended and Unintended Consequences of High-Stakes Teacher Evaluation on Schools, Teachers, and Students

by Alyson Leah Lavigne
This article discusses the intended and unintended consequences of high-stakes teacher evaluation. The potential for high-stakes teacher evaluation to meet the intended outcome of a better teacher workforce and improved student achievement is assessed, and the costs of doing so.
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Book Reviews
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Timeless Teachers and Ethical Visions

by K. K. Kuriakose
reviewed by Jill Jensen & David Coulter


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Curriculum and the Aesthetic Life: Hermeneutics, Body, Democracy, and Ethics in Curriculum Theory and Practice

by Donald S. Blumenfeld-Jones
reviewed by Jessica A. Heybach


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Higher Education Systems 3.0: Harnessing Systemness, Delivering Performance

by Jason E. Lane & D. Bruce Johnstone (Eds.)
reviewed by Renata Opoczynski & Brendan Cantwell


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Children's Rights and Education: International Perspectives

by Beth Blue Swadener, Laura Lundy, Janette Habashi, & Natasha Blanchet-Cohen
reviewed by John L. Hoben


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Greening Africana Studies: Linking Environmental Studies with Transforming Black Experiences

by Rubin Patterson
reviewed by Antonio López



Education researcher Sara Levy discusses her article, Heritage, History, and Identity. Watch and discuss this episode of The Voice on Vialogues.

Commentary

Sources of Influence on the Problem of a Validity Evidence Gap for Education Achievement Tests

by Gabriel Della-Piana, Connie Kubo Della-Piana & Michael K. Gardner
The authors build on previous scholarship describing signs that appropriate validity evidence for education achievement measures is either not gathered, not reported, or not accessible for independent review. The consequences are troubling for valid interpretation of test scores for evaluation of individuals, groups, or programs. Six potential sources of influence on the validity evidence gap for valid interpretation and use of test scores are explored: (a) the influence of demands on the test user for interpretation of test scores; (b) the challenges of professional standards in assigning responsibility for providing validity evidence and argument; (c) law and regulatory practices constraining validity evidence gathering; (d) technology constraints and opportunities on kinds of validity evidence gathered and accessible; and (e) effects of the new education industry on testing. The paper concludes with suggestions for developing case studies in responsible gathering of test validity evidence in the problematic contexts outlined, with the intent to promote dialogue on responding to the challenges of the influences on the validity evidence gap.
Editorial

Annual Yearbooks for 2015

by Gary Natriello
The editors of the Teachers College Record are pleased to announce the Annual Yearbooks for 2015.


Publishing in TCR
To submit work to the Teachers College Record, please use our online submission system. To access the system, use the link "Submit My Work," found in the Member Center. The submission system will explain our publishing guidelines, and will allow you to upload your manuscript. Please consult the following Editorials for additional information.
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