Micro-credentials and Education Policy in the United States: Recognizing Learning and Leadership for Our Nation's Teachers

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dc.contributor.authorBerry, Barnett
dc.contributor.authorByrd, P. Ann
dc.date.accessioned2020-10-07T17:43:40Z
dc.date.available2020-10-07T17:43:40Z
dc.date.issued2019-06
dc.description.abstractThis paper points to teaching policy issues that need to be addressed if micro-credentials are going to spur the transformation of professional learning that researchers call for and teachers seek. The paper also documents what a growing number of states and districts, as well as the nation's largest teachers' union, are doing with micro-credentials.en_US
dc.description.sponsorshipNEAen_US
dc.identifier.otherDOI: https://doi.org/10.51388/20.500.12265/104
dc.identifier.urihttp://hdl.handle.net/20.500.12265/104
dc.language.isoen_USen_US
dc.publisherDigital Promiseen_US
dc.subjectmicro-credentialsen_US
dc.subjecteducator professional learningen_US
dc.subjectpolicyen_US
dc.titleMicro-credentials and Education Policy in the United States: Recognizing Learning and Leadership for Our Nation's Teachersen_US
dc.typeTechnical Reporten_US

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