Data and Dialogue

Lys, Diana B.; L’Esperance, Mark; Bullock, Ann Adams; Dobson, Ellen E.; Patriarca, Linda A.; Maynard, Elbert E.

doi:10.4018/978-1-5225-0164-0.ch031

Cited by 1 publication

(2 citation statements)

References 16 publications

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“…Drawing on the work of Dewey [14], Whittaker and Nelson [13] explain that inquiry is not a means to an end but rather the means leading to purposeful, on-going events which are meaningful for program continuity and which move teacher educators beyond compliance. Using an inquiry approach, faculty can develop common understandings about assessment, teaching, and learning; use data for curriculum mapping and program improvement; view their analyses of student work samples as authentic ways for revising course assignments; and become knowledgeable and responsible for program coursework [12,15,16,17,18,19].…”

Section: Literature Reviewmentioning

confidence: 99%

“…To resolve some of these tensions, teacher educators have begun to recognize the need for an organizational structure within institutions to provide needed supports for teacher candidates in understanding the instructional tasks as well as how to manage technical procedures during the edTPA implementation process [16]. They have proposed recommendations for "distributed leadership" between and across stakeholders (e.g., teacher educators, administrators, mentor teachers, edTPA coordinators/liaisons, etc.)…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Push-pull Relationships between Concerns and Personal Engagement: Exploring the Adoption of edTPA as an Innovation

Ogletree¹,

Kim²,

Bhatnagar³

et al. 2018

EDUCATION

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This study utilized the concerns-based adoption model (CBAM) to understand faculty's responses to the implementation of edTPA as a requirement for initial teacher certification. Two instruments were used to examine faculty's behavioral and motivational response to the policy change. Faculty representing private and public institutions across the state (N = 56) responded to both instruments. Questionnaire items were analyzed by converting raw scores to percentiles, while open-ended responses were coded by stage of concern. Positive correlations between stages of concern and levels of integration indicated that engaging in a collaborative process of analyzing candidates' scores possibly leads to a deeper understanding of edTPA as a construct and may help faculty make informed decisions about their emphasis on different aspects of edTPA in their courses. Faculty who were unconcerned or focused on personal issues were less likely to be involved in activities such as analyzing and making informed decisions utilizing student data from local and national scores. Faculty who integrated edTPA-like content into their courses were more focused on finding ways to manage time and resources related to edTPA and were more involved in collaboration with other faculty members. Opportunities for collective data analysis within institutions may have played an important role in faculty's involvement in assessing personal strengths and areas of improvement in preparing candidates to pass edTPA in the consequential year.

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