Jessica J Gottlieb
Dados Biográficos
| ID | 2339744 |
|---|---|
| NOME | Jessica J Gottlieb |
| PRENOMES | Jessica J |
| SOBRENOME | Gottlieb |
| ASSINATURA | GOTTLIEB J J |
| AFILIAÇÕES | Texas Tech University |
| ORCID | 0000-0001-7576-8047 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 20 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Virtual Pathways
This study investigates the implications of the prevalence of fully online teacher preparation programs (TPPs) for student achievement and teacher attrition in Texas, a state where deregulation has led to the rapid expansion of online pathways into the teaching profession. Using statewide data from 2014 to 2023, we estimate the effects of teacher preparation pathway—capturing both training and selection mechanisms—on reading and math student achi…
Scaling Up With Integrity
Given vast quantities of digital and online data—such as news articles, congressional testimony, and social media posts—the potential for large scale narrative analyses has dramatically increased. Narrative Policy Framework (NPF) researchers can now access thousands or even millions of policy‐relevant documents. However, these large datasets also bring new challenges, including how to scale analyses while maintaining validity and reliability. Tra…
Examining the Situative Progression of Teachers’ Novice-To-Expert Development in Education Policy
Professional development in policy for K–12 teachers is relatively rare despite the indelible role that teachers play in policy implementation. This study describes the experiences of five teachers who completed the 10-month Texas Education Policy Fellowship Program. Results showed that the experienced classroom teachers garnered the most policy knowledge, situated leadership development, and networks. Additionally, they sought new professional d…
The cloak of equality in STEM education
Do gender parity and egalitarian values in STEM education mask institutionalised gender inequalities in STEM? This study uses student background questionnaire data from the 2015 Trends in International Mathematics and Science Study (TIMSS) supplemented by national level data on gender parity in educational enrolment and female participation in the STEM workforce from the United Nations and International Labor Organization to empirically examine t…
The Struggle to Professionalize Teaching
Background/Context: In the United States, strengthening the professionalization of teaching and teacher education has received extensive attention. Notably, the educative Teacher Performance Assessment (edTPA) has gained traction. Developed by the Stanford Center for Assessment, Learning, & Equity (SCALE) in 2009, edTPA requires teacher candidates to videotape their teaching and reflect via three different tasks: planning, instructing, and assess…
Examining Diverse Perspectives of edTPA Policy Implementation Across States
Since 2009, the Educative Teacher Performance Assessment (edTPA) has been rapidly implemented as a policy tool for strengthening teacher professionalization across the United States. However, its national assimilation has become a target for both praise and critique among teacher educators. In this article, we examine such diverse perspectives. Highlighting the sensemaking of administrators, faculty, staff, and teacher candidates ( n = 75) across…
Sense Making and Professional Identity in the Implementation of edTPA
edTPA is designed to strengthen teacher professionalization and provide a framework for program redesign. However, using a national assessment to shift the content of local programs is challenging because of their inherent organizational complexity. In this article, we focus on this complexity, using a systems lens to analyze edTPA implementation at a large, public university. Employing a mixed-methods case study design, we survey 250 teacher edu…
Diffusion in a vacuum
Examining Diverse Perspectives of edTPA Policy Implementation Across States
Since 2009, the Educative Teacher Performance Assessment (edTPA) has been rapidly implemented as a policy tool for strengthening teacher professionalization across the United States. However, its national assimilation has become a target for both praise and critique among teacher educators. In this article, we examine such diverse perspectives. Highlighting the sensemaking of administrators, faculty, staff, and teacher candidates ( n = 75) across…
Sense Making and Professional Identity in the Implementation of edTPA
edTPA is designed to strengthen teacher professionalization and provide a framework for program redesign. However, using a national assessment to shift the content of local programs is challenging because of their inherent organizational complexity. In this article, we focus on this complexity, using a systems lens to analyze edTPA implementation at a large, public university. Employing a mixed-methods case study design, we survey 250 teacher edu…
Diffusion in a vacuum
Scaling Up With Integrity
Given vast quantities of digital and online data—such as news articles, congressional testimony, and social media posts—the potential for large scale narrative analyses has dramatically increased. Narrative Policy Framework (NPF) researchers can now access thousands or even millions of policy‐relevant documents. However, these large datasets also bring new challenges, including how to scale analyses while maintaining validity and reliability. Tra…
Diffusion in a vacuum
Sense Making and Professional Identity in the Implementation of edTPA
edTPA is designed to strengthen teacher professionalization and provide a framework for program redesign. However, using a national assessment to shift the content of local programs is challenging because of their inherent organizational complexity. In this article, we focus on this complexity, using a systems lens to analyze edTPA implementation at a large, public university. Employing a mixed-methods case study design, we survey 250 teacher edu…
The Struggle to Professionalize Teaching
Background/Context: In the United States, strengthening the professionalization of teaching and teacher education has received extensive attention. Notably, the educative Teacher Performance Assessment (edTPA) has gained traction. Developed by the Stanford Center for Assessment, Learning, & Equity (SCALE) in 2009, edTPA requires teacher candidates to videotape their teaching and reflect via three different tasks: planning, instructing, and assess…
Examining Diverse Perspectives of edTPA Policy Implementation Across States
Since 2009, the Educative Teacher Performance Assessment (edTPA) has been rapidly implemented as a policy tool for strengthening teacher professionalization across the United States. However, its national assimilation has become a target for both praise and critique among teacher educators. In this article, we examine such diverse perspectives. Highlighting the sensemaking of administrators, faculty, staff, and teacher candidates ( n = 75) across…
Examining the Situative Progression of Teachers’ Novice-To-Expert Development in Education Policy
Professional development in policy for K–12 teachers is relatively rare despite the indelible role that teachers play in policy implementation. This study describes the experiences of five teachers who completed the 10-month Texas Education Policy Fellowship Program. Results showed that the experienced classroom teachers garnered the most policy knowledge, situated leadership development, and networks. Additionally, they sought new professional d…
The cloak of equality in STEM education
Do gender parity and egalitarian values in STEM education mask institutionalised gender inequalities in STEM? This study uses student background questionnaire data from the 2015 Trends in International Mathematics and Science Study (TIMSS) supplemented by national level data on gender parity in educational enrolment and female participation in the STEM workforce from the United Nations and International Labor Organization to empirically examine t…
Scaling Up With Integrity
Given vast quantities of digital and online data—such as news articles, congressional testimony, and social media posts—the potential for large scale narrative analyses has dramatically increased. Narrative Policy Framework (NPF) researchers can now access thousands or even millions of policy‐relevant documents. However, these large datasets also bring new challenges, including how to scale analyses while maintaining validity and reliability. Tra…
Virtual Pathways
This study investigates the implications of the prevalence of fully online teacher preparation programs (TPPs) for student achievement and teacher attrition in Texas, a state where deregulation has led to the rapid expansion of online pathways into the teaching profession. Using statewide data from 2014 to 2023, we estimate the effects of teacher preparation pathway—capturing both training and selection mechanisms—on reading and math student achi…
Political science (6 obras) · Psychology (6 obras) · Sociology (6 obras) · Pedagogy (5 obras) · Accountability (4 obras) · Educational Systems and Policies (4 obras) · Teacher education (4 obras) · Teacher Education and Assessments (4 obras) · Nursing Education, Practice, and Leadership (3 obras) · Professional development (3 obras)