Joshua H. Barnett

Revisiting technological pedagogical content knowledge: Exploring the TPACK framework

This study examines the nature of technological pedagogical content knowledge (TPACK) through the use of a factor analysis. Using a survey with 24 items designed to measure each of the areas described by the TPACK framework, and measuring the responses of 596 online teachers from across the United States, data suggest that while the framework is helpful from an organizational standpoint, it is difficult to separate out each of the domains, calling into question their existence in practice. Three major factors become evident, but rather than being comprised of pedagogy, content, and technology, the only clear domain that distinguishes itself is that of technology. This research examines the validity of the TPACK model and suggests that measuring each of these domains is complicated and convoluted, potentially due to the notion that they are not separate.

Learning on the Job: Teacher Evaluation Can Foster Real Growth.

Since 2010, there has been much policy activity on teacher evaluation. Many education policy makers have embraced the idea that improved teacher evaluation can cultivate genuine improvements in the teaching force and improved student outcomes. Can genuine evaluation actually enhance the effectiveness of those evaluated? Using structured interviews with educators and policy makers in five states, the authors find that rigorous evaluations can provide a focus for professional development and that the feedback from evaluations can encourage self-reflection and meaningful conversations focused on classroom practice among educators. Moreover, the data suggest that educators are open to such evaluations when certain key conditions are met in schools.

Changing Salaries, Changing Minds: Examining the Merits of Merit Pay

Policymakers across the globe are actively seeking reforms that lead to improved student performance. One reform gaining momentum is the usage of merit pay for educators who are able to increase performance on standardized measures. However, educators’ voices are often missing from the discussion, as policies are put onto them rather than determined with them. The present paper examines the historical landscape in one country, infuses the growing international literature on merit pay into the conversation, and makes recommendations for those considering the inclusion or creation of such pay for performance models and how educators can help shape the policies.