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 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.

Acid, Silver, and Solvent-Free Gold-Catalyzed Hydrophenoxylation of Internal Alkynes

A range of arylgold compounds have been synthesized and investigated as single-component catalysts for the hydrophenoxylation of unactivated internal alkynes. Both carbene and phosphine-ligated compounds were screened as part of this work, and the most efficient catalysts contained either JohnPhos or IPr/SIPr. Phenols bearing either electron-withdrawing or electron-donating groups were efficiently added using these catalysts. No silver salts, acids, or solvents were needed for the catalysis, and either microwave or conventional heating afforded moderate to excellent yields of the vinyl ethers.

Detection of Internal Defects in Concrete Members Using Global Vibration Characteristics

Rock-pocket and honeycomb defects impair overall stiffness, accelerate aging, reduce service life, and cause structural problems in hardened concrete members. Traditional methods for detecting such deficient volumes involve visual observations or localized nondestructive methods, which are labor-intensive, time-consuming, highly sensitive to test conditions, and require knowledge of and accessibility to defect locations. The authors propose a vibration response-based nondestructive technique that combines experimental and numerical methodologies for use in identifying the location and severity of internal defects of concrete members. The experimental component entails collecting mode shape curvatures from laboratory beam specimens with size-controlled rock pocket and honeycomb defects, and the numerical component entails simulating beam vibration response through a finite element (FE) model parameterized with three defect-identifying variables indicating location (x, coordinate along the beam length) and severity of damage (alpha, stiffness reduction and beta, mass reduction). Defects are detected by comparing the FE model predictions to experimental measurements and inferring the low number of defect-identifying variables. This method is particularly well-suited for rapid and cost-effective quality assurance for precast concrete members and for inspecting concrete members with simple geometric forms.