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Embracing the Controversy: edTPA, Corporate Influence, and the Cooptation of Teacher Education


by Alison G. Dover, Brian D. Schultz, Katy Smith & Timothy J. Duggan — September 14, 2015

This commentary examines recent controversies surrounding edTPA, a high-stakes, standardized teacher performance assessment (TPA), focusing on the complex relationships among TPA policy, scholarship, and profit. We argue that TPA mandates have outpaced the research base, thus illustrating the influence of an intensely lucrative educational marketplace. We conclude this essay with a call for independent, peer-reviewed scholarship regarding the validity, reliability, and impact of high-stakes, privatized, teacher performance assessment.


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Cite This Article as: Teachers College Record, Date Published: September 14, 2015
http://www.tcrecord.org ID Number: 18109, Date Accessed: 10/17/2017 9:23:46 AM

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About the Author
  • Alison G. Dover
    Northeastern Illinois University
    E-mail Author
    ALISON G. DOVER, EdD, is Assistant Professor in the Department of Educational Inquiry & Curriculum Studies at Northeastern Illinois University.
  • Brian D. Schultz
    Northeastern Illinois University
    E-mail Author
    BRIAN D. SCHULTZ, PhD, is Professor and Chair of Educational Inquiry and Curriculum Studies at Northeastern Illinois University.
  • Katy Smith
    Northeastern Illinois University
    E-mail Author
    KATY SMITH, PhD, is Associate Professor of Educational Inquiry and Curriculum Studies and English at Northeastern Illinois University.
  • Timothy J. Duggan
    Northeastern Illinois University
    E-mail Author
    TIMOTHY J. DUGGAN, EdD, is Associate Professor of Educational Inquiry and Curriculum Studies at Northeastern Illinois University.
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