The Politics of Accountability and Teacher Preparation: A Case Study from Pennsylvania

In an effort to understand some of the ways that accountability-based reform efforts have influenced teacher education, this article details the politics of accountability in Pennsylvania that motivated sweeping changes in the policies governing teacher preparation in 2006. This case study provides a poignant example of the kind of complex accountability systems now being constructed across the United States in an effort to change teacher preparation. By analyzing primary documents including the legal statutes governing teacher preparation in Pennsylvania, correspondence from the Pennsylvania Department of Education, related newsletters, memos, reports, transcripts of meetings, and testimony before the Pennsylvania House of Representatives, the complex nature of the conflicts underlying the development and implementation of teacher education reform is brought into focus. The study's findings suggest that a deep and uncritical acceptance of accountability-based teacher education reform on the part of educational policy makers is likely to do more harm than good. The article concludes by outlining a framework for developing more intelligent measures of accountability that might preserve professional autonomy and judgment.

The co-evolution of development needs and IOR forms: development by committee in Bosnia

This work highlights opportunities and obstacles to success in four task forces typically found at different times in states of conflict, transition, and development. They include: refugee return, media issues, privatization of state-owned enterprises, and efforts to promote business development. Based on over 180 in-depth interviews and observations of dozens of meetings during five lengthy field research trips to the Bosnian region between 1999 and 2005, this manuscript analyzes how these four task forces differed in terms of context, strategy, organization, and management in an attempt to understand the co-evolution of international development needs and the interorganizational forms that address them.

The Politics of Accountability and Teacher Preparation

In an effort to understand some of the ways that accountability-based reform efforts have influenced teacher education, this article details the politics of accountability in Pennsylvania that motivated sweeping changes in the policies governing teacher preparation in 2006. This case study provides a poignant example of the kind of complex accountability systems now being constructed across the United States in an effort to change teacher preparation. By analyzing primary documents including the legal statutes governing teacher preparation in Pennsylvania, correspondence from the Pennsylvania Department of Education, related newsletters, memos, reports, transcripts of meetings, and testimony before the Pennsylvania House of Representatives, the complex nature of the conflicts underlying the development and implementation of teacher education reform is brought into focus. The study's findings suggest that a deep and uncritical acceptance of accountability-based teacher education reform on the part of educational policy makers is likely to do more harm than good. The article concludes by outlining a framework for developing more intelligent measures of accountability that might preserve professional autonomy and judgment.

Ancient Calendars and Bolivian Modernity: Tiwanaku’s Gateway of the Sun, Arthur Posnansky, and the World Calendar Movement of the 1930s

Tourists to the archaeological site of Tiwanaku are presented with ancient calendars, of which the Gateway of the Sun is the most important, famous, and beautiful. Arthur Posnansky and other early 20th-century archaeologists claimed that its inscriptions constituted a written calendar. These claims were intimately connected to narratives of Tiwanaku as a central source of knowledge in both pre-Columbian times and the contemporary world. Posnansky presented his interpretation of Tiwanaku’s calendars as a response to the debates of the World Calendar Movement, which in the 1930s was attempting to rationalize the Gregorian calendar. In the Gateway, Posnansky found a uniquely Bolivian response to the international, North Atlantic-dominated scientific community’s search for a rational way to keep time in the world economy. Bolivian intellectuals merged their interest in the indigenous past with their concerns about the role of the modernist Bolivian state in the global system.

Pesiqta Rabbati: a text-linguistic and form-analytical analysis of the rabbinic homily

Pesiqta Rabbati is a unique homiletic midrash that follows the liturgical calendar in its presentation of homilies for festivals and special Sabbaths. This article attempts to utilize Pesiqta Rabbati in order to present a global theory of the literary production of rabbinic/homiletic literature. In respect to Pesiqta Rabbati it explores such areas as dating, textual witnesses, integrative apocalyptic meta-narrative, describing and mapping the structure of the text, internal and external constraints that impacted upon the text, text linguistic analysis, form-analysis: problems in the texts and linguistic gap-filling, transmission of text, strict formalization of a homiletic unit, deconstructing and reconstructing homiletic midrashim based upon form-analytic units of the homily, Neusner’s documentary hypothesis, surface structures of the homiletic unit, and textual variants. The suggested methodology may assist scholars in their production of editions of midrashic works by eliminating superfluous material and in their decoding and defining of ancient texts.