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Evaluating Teacher Education Programs in the Accountability Era by Joshua Barnett & Audrey Amrein-Beardsley — January 13, 2011Included in this commentary is a discussion of three key challenges that need to be addressed when conducting large-scale, internal evaluations of teacher education programs, a progressively interesting undertaking as those on the inside are increasingly engaging in this empirical work and those on the outside are increasingly holding them accountable for doing so. To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Joshua Barnett
Arizona State University
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JOSHUA BARNETT is an assistant professor in the Mary Lou Fulton Teachers College at Arizona State University. He also serves as a co-principal investigator on two Institute of Education Sciences grants at ASU. His research interests include educational policy, specifically related to teacher quality, performance pay, and teacher education. He has worked with schools in Arkansas, Arizona, New Jersey, and Pennsylvania, as well as internationally in New Zealand.
- Audrey Amrein-Beardsley
Arizona State University
E-mail Author
AUDREY AMREIN-BEARDSLEY is an associate professor in the Mary Lou Fulton Teachers College at Arizona State University. She also serves as a co-principal investigator on two Institute of Education Sciences grants at ASU. Her research interests include educational policy, high-stakes tests, and aspects of teacher quality and teacher education. She is also the creator and host of a show titled Inside the Academy during which she interviews some of the top educational researchers in the academy.
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