References
- Au, W. (2009). Unequal by design: High-stakes testing and the standardization of inequality. New York: Routledge.
- Baker-Doyle, K., & Petchauer, E. (2015). Rumor has it: Investigating teacher licensure exam advice networks. Teacher Education Quarterly, 42(3), 3–32.
- Baldridge, B. J. (2017). It’s like this Myth of the Supernegro”: Resisting narratives of damage and struggle in the neoliberal educational policy context. Race Ethnicity and Education, 20(6), 781–795. https://doi.org/https://doi.org/10.1080/13613324.2016.1248819
- Ball, S. (1990/2006). Politics and policy making in education: Explorations in policy sociology. Routledge.
- Ball, S. (1993). What is policy? Texts, trajectories and toolboxes. Discourse: Studies in the Cultural Politics of Education, 13(2), 10–17. https://doi.org/https://doi.org/10.1080/0159630930130203
- Barber, M., & Mourshed, M. (2007). How the world’s best performing school systems come out on top. McKinsey and Co. www.mckinsey.com/clientservice/socialsector/resources/pdf/Worlds_School_systems_final.pdf.
- Behizadeh, N., Thomas, C., & Behm Cross, S. (2019). Reframing for social justice: The influence of critical friendship groups on preservice teachers’ reflective practice. Journal of Teacher Education, 70(3), 280–296. https://doi.org/https://doi.org/10.1177/0022487117737306
- Bennett, C. I., McWhorter, L. M., & Kuykendall, J. A. (2006). Will i ever teach? Latino and African American students' perspectives on PRAXIS I. American Educational Research Journal, 43(3), 531–575. https://doi.org/https://doi.org/10.3102/00028312043003531
- Bowe, R., Ball, S., & Gold, A. (1992). Reforming education and changing schools: Case studies in policy sociology. Routledge.
- Cochran-Smith, M. (2005). The new teacher education: For better or for worse? Educational Researcher, 34(7), 3–17. https://doi.org/https://doi.org/10.3102/0013189X034007003
- Connell, R. (2009). Good teachers on dangerous ground: Towards a new view of teacher quality and professionalism. Critical Studies in Education, 50(3), 213–229. https://doi.org/https://doi.org/10.1080/17508480902998421
- Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design choosing among five approaches (4th ed.). SAGE Publications, Inc.
- D’Agostino, J. V., & Powers, S. J. (2009). Predicting teacher performance with test scores and grade point average: A meta-analysis. American Educational Research Journal, 46(1), 146–182. https://doi.org/https://doi.org/10.3102/0002831208323280
- Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.
- Diem, S., Young, M. D., Welton, A. D., Mansfield, K. C., & Lee, P. (2014). The intellectual landscape of critical policy analysis. International Journal of Qualitative Studies in Education, 27(9), 1068–1090. https://doi.org/https://doi.org/10.1080/09518398.2014.916007
- Fernández, M. B. (2018). Framing teacher education: Conceptions of teaching, teacher education, and justice in Chilean national policies. Education Policy Analysis Archives, 26(34), 34. https://doi.org/http://dx.doi.org/10.14507/epaa.26.2806
- Goldhaber, D., & Hansen, M. (2010). Race, gender, and teacher testing: How informative a tool is teacher licensure testing? American Educational Research Journal, 47(1), 218–251. https://doi.org/https://doi.org/10.3102/0002831209348970
- Hara, Mr. (2020). “I never would have noticed It before”: The possibilities of critical discussion groups for teacher candidate policy engagement. Education and Urban Society, 52(3), 343–364.
- Harvey, D. (2005). A brief history of neoliberalism. Oxford University Press.
- Harvey, L. (1990). Critical social research. Allen & Unwin.
- Heineke, A. J., Ryan, A. M., & Tocci, T. (2015). Teaching, learning, and leading: Preparing teachers as educational policy actors. Journal of Teacher Education, 66(4), 382–394. https://doi.org/https://doi.org/10.1177/0022487115592031
- Lipman, P. (2011). The new political economy of urban education: Neoliberalism, race, and the right to the city. Routledge.
- Maguire, M., & Ball, S. (1994). Researching politics and the politics of research: recent qualitative studies in the UK. International Journal of Qualitative Studies in Education, 7(3), 269–285. https://doi.org/https://doi.org/10.1080/0951839940070307
- Marshall, C. (1997). Feminist critical policy analysis: A perspective from primary and secondary schooling. Falmer.
- McIntyre, J., Youens, B., & Stevenson, H. (2019). Silenced voices: the disappearance of the university and the student teacher in teacher education policy discourse in England. Research Papers in Education, 34(2), 153–168. https://doi.org/https://doi.org/10.1080/02671522.2017.1402084
- Mikitovics, A., & Crehan, K. D. (2002). Pre-Professional Skills Test scores as college of education admission criteria. The Journal of Educational Research, 95(4), 215–223. https://doi.org/https://doi.org/10.1080/00220670209596594
- Nettles, M. T., Scatton, L. H., Steinberg, J. H., & Tyler, L. L. (2011). Performance and passing rate differences of African American and White prospective teachers on Praxis examinations. (ETS Research Report 11-08). Educational Testing Service. https://doi.org/https://doi.org/10.1002/j.2333-8504.2011.tb02244.x
- Ozga, J. (1987). Studying education policy through the lives of policy makers: An attempt to close the macro-micro gap. in L. Barton & S. Walker (Eds) Changing policies, changing teachers: An attempt to close the macro-micro gap (p.138). Open University Press.
- Petchauer, E. (2012). Teacher licensure exams and Black teacher candidates: Toward new theory and promising practice. The Journal of Negro Education, 81(3), 252–267.
- Rucinski, M., Goodman, J. (2019). Racial diversity in the teacher pipeline (Policy Brief). Retrieved from https://www.hks.harvard.edu/sites/default/files/centers/rappaport/files/teacher_diversity%20v6.pdf
- Sleeter, C. (2008). Equity, democracy, and neoliberal assaults on teacher education. Teaching and Teacher Education, 24(8), 1947–1957. https://doi.org/https://doi.org/10.1016/j.tate.2008.04.003
- Strauss, A., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications, Inc.
- Taylor, S. (1997). Critical policy analysis: exploring contexts, texts and consequences. Discourse: Studies in the Cultural Politics of Education, 18(1), 23–35. https://doi.org/https://doi.org/10.1080/0159630970180102
- Troyna, B. (1994). Critical social research and education policy. British Journal of Educational Studies, 42(1), 70–84. https://doi.org/https://doi.org/10.1080/00071005.1994.9973984
- Tuck, E., & Gorlewski, J. (2016). Racist ordering, settler colonialism, and edTPA. A participatory policy analysis. Educational Policy, 30(1), 197–217. https://doi.org/https://doi.org/10.1177/0895904815616483
- U.S. Department of Education. (2016). Office of Planning, Evaluation, and Policy Development, Policy and Program Studies Service, The state of racial diversity in the educator workforce. http://www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversityworkforce.pdf
- Yin, R. K. (2008). Case study research design and methods (4th ed.). Sage Publications.
- Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99. https://doi.org/https://doi.org/10.1177/0022487109347671
- Zeichner, K., & Pena-Sandoval, C. (2015). Venture philanthropy and teacher education policy in the U.S: The role of the New Schools Venture Fund. Teachers College Record, 117(5), 1–44.