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Title:Teaching for the test: Social studies student teacher perceptions and enactment of high stakes performance assessments
Author(s):Kessler, Meghan A.
Director of Research:Johnston-Parsons, Marilyn
Doctoral Committee Chair(s):Johnston-Parsons, Marilyn
Doctoral Committee Member(s):Higgins, Chris; Hug, Barbara; McCarthey, Sarah
Department / Program:Curriculum and Instruction
Discipline:Curriculum and Instruction
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):edTPA
Danielson Framework
preservice teachers
Abstract:This qualitative, multi-case study explores student teacher perceptions and enactment (Ball, Maguire, & Braun, 2012) during preservice teacher preparation. This study elucidates the perceptions and teaching enactment of three secondary social studies student teachers for their Danielson Framework-based observations and evaluations and edTPA portfolio assessments. I first tell their stories of evaluation in the context of student teaching, detailing their unique attitudes, experiences, and settings. Following these case descriptions, I discuss the results of a cross-case analysis of student teacher enactments of teaching throughout the semester using the framework of rubricization (Maslow, 1948). Finally, inspired by the participants’ descriptions of “staged” practice for Danielson observations or edTPA, I consider the enactment of evaluation policy through the lens of performativity (Ball, 2003; Butler, 1990). This study illuminates the complex and dynamic negotiation of preservice teacher learning about teacher evaluation during the student teaching semester.
Issue Date:2018-04-12
Type:Text
URI:http://hdl.handle.net/2142/100950
Rights Information:Copyright 2018 Meghan Kessler
Date Available in IDEALS:2018-09-04
Date Deposited:2018-05


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