TY - JOUR
T1 - Responder a los desafíos políticos con evidencia de investigación
T2 - Introducción al número especial
AU - Aydarova, Elena
AU - Berliner, David
N1 - Funding Information:
David C. Berliner is Regents’ Professor Emeritus of Education at Arizona State University. Dr. Berliner is a member of the National Academy of Education (NEA), the International Education Academy (IEA), a Fellow of the Center for Advanced Study in the Beha vioral Sciences, and a past president of both the American Educational Research Association (AERA) and the Division of Educational Psychology of the American Psychological Association (APA). He is the recipient of awards for distinguished contributions from APA, AERA, and the National Education Association (NEA). Dr. Berliner is co-author (with B. J. Biddle) of the best seller The Manufactured Crisis, co-author (with Ursula Casanova) of Putting Research to Work, co-author (with Gene Glass) of 50 Myths and Lies that Threaten America's Public Schools, and co-author (with N. L. Gage) of six editions of the textbook Educational Psychology. He is co-editor of the first Handbook of Educational Psychology and the books Talks to Teachers, and Perspectives on Instructional Time. Professor Berliner has also authored more than 200 published articles, technical reports, and book chapters. He has taught at the University of Arizona, University of Massachusetts, Teachers College and Stanford University, as well as universities in Australia, Canada, The Netherlands, Spain, and Switzerland.
Publisher Copyright:
© 2018, Arizona State University. All rights reserved.
PY - 2018/3/12
Y1 - 2018/3/12
N2 - In a policy climate where various actors claim to have solutions for the enduring challenges of teacher education, policy deliberations sideline certain voices and omit important perspectives. This special issue brings together scholars who attend to the voices, perspectives, and issues overlooked by teacher education policy debates dominated by market logic and accountability pressures. It highlights debates surrounding teacher performance assessments, teacher candidate selection, value-added assessments, as well as teacher preparation for linguistically diverse learners. The introduction to the special issue explores different dimensions of the relationship between research and practice urging teacher educators to become more proactive in policy debates.
AB - In a policy climate where various actors claim to have solutions for the enduring challenges of teacher education, policy deliberations sideline certain voices and omit important perspectives. This special issue brings together scholars who attend to the voices, perspectives, and issues overlooked by teacher education policy debates dominated by market logic and accountability pressures. It highlights debates surrounding teacher performance assessments, teacher candidate selection, value-added assessments, as well as teacher preparation for linguistically diverse learners. The introduction to the special issue explores different dimensions of the relationship between research and practice urging teacher educators to become more proactive in policy debates.
KW - Education reform
KW - Educational policy
KW - Educational research
KW - Policy advocacy
KW - Teacher education
UR - http://www.scopus.com/inward/record.url?scp=85044150979&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85044150979&partnerID=8YFLogxK
U2 - 10.14507/epaa.26.3753
DO - 10.14507/epaa.26.3753
M3 - Article
AN - SCOPUS:85044150979
VL - 26
JO - Education Policy Analysis Archives
JF - Education Policy Analysis Archives
SN - 1068-2341
ER -