Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Change Strategies | 1 |
| Educational Policy | 1 |
| Educational Practices | 1 |
| Equal Education | 1 |
| Ideology | 1 |
| Intention | 1 |
| Performance Based Assessment | 1 |
| Program Effectiveness | 1 |
| Program Improvement | 1 |
| Reader Response | 1 |
| Social Justice | 1 |
| More ▼ | |
Source
| Education Policy Analysis… | 1 |
Author
| Agarwal-Rangath, Ruchi | 1 |
| Cannon, Susan O. | 1 |
| Clayton, Christine D. | 1 |
| Cross, Stephanie Behm | 1 |
| Donovan, Martha K. | 1 |
| Dotson, Erica | 1 |
| Dover, Alison G. | 1 |
| Dunn, Alyssa Hadley | 1 |
| Henning, Nick | 1 |
Publication Type
| Journal Articles | 1 |
| Opinion Papers | 1 |
| Reports - Descriptive | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textHenning, Nick; Dover, Alison G.; Dotson, Erica; Agarwal-Rangath, Ruchi; Clayton, Christine D.; Donovan, Martha K.; Cannon, Susan O.; Cross, Stephanie Behm; Dunn, Alyssa Hadley – Education Policy Analysis Archives, 2018
Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary.…
Descriptors: Teacher Education, Educational Policy, Educational Practices, Reader Response
