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Metrics, standards and alignment in ...

Holloway, Jessica.

Metrics, standards and alignment in teacher policycritiquing fundamentalism and imagining pluralism /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Metrics, standards and alignment in teacher policyby Jessica Holloway.
Reminder of title:	critiquing fundamentalism and imagining pluralism /
Author:	Holloway, Jessica.
Published:	Singapore :Springer Singapore :2021.
Description:	xii, 168 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Teaching.
Online resource:	https://doi.org/10.1007/978-981-33-4814-1
ISBN:	9789813348141$q(electronic bk.)

Metrics, standards and alignment in teacher policycritiquing fundamentalism and imagining pluralism /
Holloway, Jessica.

Metrics, standards and alignment in teacher policycritiquing fundamentalism and imagining pluralism /[electronic resource] :by Jessica Holloway. - Singapore :Springer Singapore :2021. - xii, 168 p. :ill., digital ;24 cm.

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.

ISBN: 9789813348141$q(electronic bk.)

Standard No.: 10.1007/978-981-33-4814-1doiSubjects--Topical Terms:

179798
Teaching.

LC Class. No.: LB1025.3 / .H655 2021

Dewey Class. No.: 370.711

Metrics, standards and alignment in teacher policycritiquing fundamentalism and imagining pluralism /
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505 0 $a 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.
520 $a 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.
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