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Reforming Again: Now Teachers


by Ronald W. Marx — 2014

Background: Educational reform responds to local and national pressures to improve educational outcomes, and reform efforts cycle as similar pressures recur. Currently, reform efforts focus on teachers, even though confidence in a host of American social institutions is dropping. One of the most widespread reforms regarding teachers is the creation of state laws and regulations that require high-stakes evaluation, often using value-added models or related approaches to measuring growth in student learning.

Purpose: This article discusses the papers in this special issue of Teachers College Record, drawing implications for teacher evaluation practice and policy, along with possible changes in the demand for teacher education and the teacher labor market.

Conclusions: The articles in this special issue of Teachers College Record address the use of emerging high-stakes teacher evaluation regulations and draw implications for policy and practice. All papers address limitations in the reliability and validity of these systems and the impacts that such shortcoming might have on teachers and students. In addition, there could be major impacts on the teacher labor market with implications for the sustained effectiveness of America’s schools.



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Cite This Article as: Teachers College Record Volume 116 Number 1, 2014, p. -
http://www.tcrecord.org ID Number: 17296, Date Accessed: 8/18/2017 2:56:25 AM

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About the Author
  • Ronald Marx
    University of Arizona
    E-mail Author
    RONALD MARX is Professor of Educational Psychology and Dean of Education at the University of Arizona, where he holds the Paul L. Lindsay and Kathy J. Alexander Chair in Education. His interdisciplinary research has focused on science education in urban settings, and more recently, early childhood education. Recent publications include a psychometric evaluation of the Devereux Early Childhood Assessment published in the Journal of Psychoeducational Assessment (with Barbu, Levine-Donnerstein and Yaden) and a discussion of large-scale interventions in science education, appearing in the Journal of Research in Science Teaching.
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