Metrics, Standards and Alignment in Teacher Policy
Springer Verlag, Singapore
978-981-334-813-4 (ISBN)
Drawing from case studies from the USA, UK and Australia, it illustrates how a coalescence around metrics, standards and compliance is producing increasingly restricted notions of teachers and teaching. It shows how the rationalities and techniques associated with accountability and standardisation are limiting the possibilities for multiple conceptualisations of teaching and teachers to exist or emerge. Using pluralism as the main framework, it challenges the dangers associated with rigid compliance and alignment and argues that pluralism can help secure schools as socially and culturally responsive to the needs of the community.
Dr. Jessica Holloway is an Australian Research Council DECRA Fellow within the Research for Educational Impact (REDI) Centre at Deakin University (Melbourne, Australia). Her DECRA project, entitled ‘The Role of Teacher Expertise, Authority and Professionalism in Education’ investigates the role of education in modern democratic societies, with a particular focus on teachers and teacher expertise. Prior to earning her PhD in Educational Policy and Evaluation at Arizona State University in 2014, Jessica was a middle grades and high-school English teacher for six years in the USA. She has spent the past eight years studying and writing extensively about teacher accountability and evaluation in the USA and Australia. Her work has appeared in journals such as the Journal of Educational Policy, Discourse: Studies in the Cultural Politics of Education, and Critical Studies in Education.
Chapter 1: Teaching in Times of Turbulence.- Chapter 2: The Economic Discourse of Education: A Poststructural Perspective.- Chapter 3: Performativity, Datafication and the Techniques of Teacher Evaluation.- Chapter 4: Teacher Evaluation and the Control of Risky Teachers.- Chapter 5: Aligning Teacher Preparation, Professional Development and Evaluation: The Case of the TAP System.- Chapter 6: The Stories of TAP-y Teachers.- Chapter 7: The Onto-Epistemic Regime of Metrics, Data and Standards.- Chapter 8: Prepping for Accountability: Metrics and Standards in Teacher Education.- Chapter 9: Distributing Leadership: Sharing Responsibility and Maintaining Accountability.- Chapter 10: New Possibilities for Imagining Pluralism in Teacher Policy: A Contrast-Model.- Chapter 11: Democracy and Education: Why Pluralism Matters.
| Erscheinungsdatum | 15.01.2021 |
|---|---|
| Zusatzinfo | 1 Illustrations, black and white; XII, 168 p. 1 illus. |
| Verlagsort | Singapore |
| Sprache | englisch |
| Maße | 155 x 235 mm |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Bildungstheorie |
| Schlagworte | Alignment between teacher preparation • Compliance-based teacher policy • Fundamentalism of metrics and standards in teacher policy • Imagining pluralism in teacher policy • Metrics and standards in teacher education • Pluralism in teacher policy • Political theory and teachers and teaching • Professional development, evaluation and teacher leadership • Restricting possibilities for alternative conceptualisations • Rigid accountability • Teacher evaluation and the TAP system • Teacher evaluation and T-TESS • Teachers and teaching in Australia • Teachers and teaching in the UK • Teachers and teaching in the US |
| ISBN-10 | 981-334-813-5 / 9813348135 |
| ISBN-13 | 978-981-334-813-4 / 9789813348134 |
| Zustand | Neuware |
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