Mendeley出力
Metrics, Standards and Alignment in Teacher Policy : Critiquing Fundamentalism and Imagining Pluralism / by Jessica Holloway
| 資料タイプ | 電子ブック |
|---|---|
| 版 | 1st ed. 2021. |
| 出版者 | (Singapore : Springer Nature Singapore : Imprint: Springer) |
| 出版年 | 2021 |
| 大きさ | XII, 168 p. 1 illus : online resource |
書誌詳細を非表示
| 一般注記 | 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 This book looks at the narrowing effects of contemporary modes of teacher and teaching policy and governance. It draws on political theory to provide new ways of conceptualising the effects of teacher and teaching policies and practices. It adds a new dimension to the robust body of literature related to teacher policy by looking at three interrelated domains: (1) teacher preparation and development, (2) teacher evaluation and (3) teacher leadership. 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 HTTP:URL=https://doi.org/10.1007/978-981-33-4814-1 |
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| 著者標目 | *Holloway, Jessica author SpringerLink (Online service) |
| 件 名 | LCSH:Teachers -- Training of
全ての件名で検索
LCSH:Educational tests and measurements LCSH:Education and state LCSH:International education LCSH:Comparative education FREE:Teaching and Teacher Education FREE:Assessment and Testing FREE:Educational Policy and Politics FREE:International and Comparative Education |
| 分 類 | LCC:LB1705-2286 DC23:370.711 |
| 書誌ID | EB16354817 |
| ISBN | 9789813348141 |