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RT Book, Whole SR Electronic DC OPAC T1 Metrics, Standards and Alignment in Teacher Policy : Critiquing Fundamentalism and Imagining Pluralism / by Jessica Holloway A1 Holloway, Jessica A1 SpringerLink (Online service) YR 2021 FD 2021 SP XII, 168 p. 1 illus K1 Teachers -- Training of K1 Educational tests and measurements K1 Education and state K1 International education K1 Comparative education K1 Teaching and Teacher Education K1 Assessment and Testing K1 Educational Policy and Politics K1 International and Comparative Education ED 1st ed. 2021. PB Springer Nature Singapore : Imprint: Springer PP Singapore SN 9789813348141 LA English (英語) CL LCC:LB1705-2286 CL DC23:370.711 NO 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 NO 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 NO HTTP:URL=https://doi.org/10.1007/978-981-33-4814-1 NO 書誌ID=EB16354817; LK [E Book]https://doi.org/10.1007/978-981-33-4814-1 OL 30