Metrics, standards and alignment in teacher policy: critiquing fundamentalism and imagining pluralism

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Holloway, Jessica. (2021). Metrics, standards and alignment in teacher policy: critiquing fundamentalism and imagining pluralism Springer Nature. https://doi.org/10.1007%2F978-981-33-4814-1
AuthorsHolloway, Jessica
Abstract

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.

ISBN9789813348134
9789813348141
Digital Object Identifier (DOI)https://doi.org/10.1007%2F978-981-33-4814-1
Page range1-166
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online08 Jan 2021
Publication process dates
Deposited07 Oct 2021
Year2021
PublisherSpringer Nature
Place of publicationSingapore
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