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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
https://www.tcrecord.org ID Number: 18109, Date Accessed: 2/20/2020 8:33:00 PM

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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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