Journal of Applied Educational and Policy Research https://journals.charlotte.edu/jaepr <p>The Journal of Applied Educational and Policy Research (JAEPR) is a peer-reviewed, scholarly, open-access journal of the Center for Educational Measurement and Evaluation at the University of North Carolina at Charlotte in partnership with the North Carolina Association for Researchers in Education (NCARE). The journal's intent is to publish quarterly. All submissions undergo a rigorous peer-review process by members of the editorial staff, editorial board, and invited reviewers. There are no author fees. JAEPR accepts manuscripts of original research, application of educational research methodology, and commentaries on policy analysis. Articles for the Research section report the results of empirical studies that focus on relevant educational policy-related topics. Articles for the Methods Forum section outline unique applications of educational research and evaluation methods. Articles for the Policy Forum section explore topics relevant to educational policy at the local, state, and national levels.</p> University of North Carolina at Charlotte en-US Journal of Applied Educational and Policy Research <p>This Agreement (the Agreement) is made by and between __________(Author(s)) and "JAEPR" (the Journal)). Author Agreement By submitting this research article entitled "_____________" ('article') to (JAEPR) published by the J. Murrey Atkins Library at the University of North Carolina at Charlotte, the Author(s) certify that: I. Warranties: A. Author __________(name) is legally authorized and possesses full power and authority on behalf of my co-authors [list names] to enter into this Agreement. B. Author warrants, on behalf of all article authors, that:a. the article is original, has not been formally published in any other peer-reviewed journal, is not under consideration for publication by any other journal and does not infringe any existing copyright or any other third party rights;b. The named authors (above) are the sole author(s) of the article. Any co-author not signing this Agreement personally has granted full authority to [named author in I.A.] to enter into this agreement of his/her behalf and to grant the following rights to JAEPR set forth below.c. the article contains nothing that is unlawful, libellous, or which would, if published, constitute a breach of contract.II.CopyrightAuthors who publish with this journal agree to the following terms: a. Author(s) shall retain copyright to the article but grant the Journal right of first publication, and the irrevocable right to perpetually disseminate the article as part of the Journal subject to the Creative Commons Attribution License, that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.b. Beginning one year after the date of formal publication of the article, Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work and subject to the Creative Commons Attribution License (e.g., post it to an institutional repository or publish it in a book), subject to a proper acknowledgement of its initial publication in this journal: “This article was originally published in the Dialog (Vol., Issue, Year). III. Indemnification. Author shall indemnify, defend, and hold harmless the Journal from any and all claims, liabilities, damages, expenses (including attorneys fees and expert costs, penalties, fees, if any arising from enforcement of this Agreement and/or related to claims of infringement of copyrights or proprietary rights allegedly contained in the Article , or resulting from a claim of defamation, obscenity, or invasion of privacy based upon or arising out of the publication of the Article or any other breach of warranty as set forth in No. 1.</p> Preparing Candidates for edTPA Task 3: The Experience of One Educator Preparation Program https://journals.charlotte.edu/jaepr/article/view/1270 <p>Analyzing classroom assessment data is a common practice for teachers; making it vital that preservice teachers learn this skill. Educator preparation programs (EPP), however, often lack formal opportunities for teacher candidates to become data and assessment literate (Mandinach &amp; Gummer, 2016; Xu &amp; Brown, 2016). This study examined how one EPP worked to close this skills gap for candidates by creating a culture around assessment literacy, requiring assessment coursework, and assigning projects aimed at preparing candidates for edTPA Task 3. Three distinct datasets were used to examine the research questions across time. Findings showed that the efforts of the EPP towards these goals garnered student success in improving assessment literacy through a required assessment course and high pass rates for edTPA Task 3: Assessment. </p> Jennifer Richardson McGee Susan Colby Hannah Reeder Copyright (c) 2021 Journal of Applied Educational and Policy Research 2021-08-12 2021-08-12 6 1 Table of Contents https://journals.charlotte.edu/jaepr/article/view/1357 Scott Holcomb Kristin Villanueva Copyright (c) 2021 Journal of Applied Educational and Policy Research 2021-08-12 2021-08-12 6 1