University of Illinois Urbana-Champaign

Teaching for the test: Social studies student teacher perceptions and enactment of high stakes performance assessments

Kessler, Meghan A.

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https://hdl.handle.net/2142/100950

Description

Title
Teaching for the test: Social studies student teacher perceptions and enactment of high stakes performance assessments
Author(s)
Kessler, Meghan A.
Issue Date
2018-04-12
Director of Research (if dissertation) or Advisor (if thesis)
Johnston-Parsons, Marilyn
Doctoral Committee Chair(s)
Johnston-Parsons, Marilyn
Committee Member(s)
  • Higgins, Chris
  • Hug, Barbara
  • McCarthey, Sarah
Department of Study
Curriculum and Instruction
Discipline
Curriculum and Instruction
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(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.
Graduation Semester
2018-05
Type of Resource
text
Permalink
http://hdl.handle.net/2142/100950
Copyright and License Information
Copyright 2018 Meghan Kessler

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