Titlebook: Metrics, Standards and Alignment in Teacher Policy; Critiquing Fundament Jessica Holloway Book 2021 The Editor(s) (if applicable) and The A

馬賽克

Analogy

注意力集中

paleolithic

Jessica Hollowayahmens, welcher die (v.a. migrantischen) Stimmen der Opfer bRechte Gewalt, die in der Bundesrepublik Anfang der 1990er Jahre Konjunktur hatte und in den letzten Jahren abermals stark angestiegen ist, ist bis heute nur ?u?erst lückenhaft aufgearbeitet und wird künstlerisch kaum erinnert. Wenn überhau

Bravura

STEER

Teaching in Times of Turbulence,r and income, and I have, for the most part, been working from home for a few years now. Needless to say, spending most days, typing alone on a computer, is not a new experience for me. It’s not the logistics that has made this time challenging, but the mental and emotional anguish that the current

蒙太奇

The Economic Discourse of Education: A Poststructural Perspective,bility, I recall reading articles and books that, in my view, seemed strangely contradictory. I didn’t yet have the theoretical background, but I did know that it seemed untenable to critique the use of numbers and statistics in education, . numbers and statistics.

Ossification

Performativity, Datafication and the Techniques of Teacher Evaluation,ular focus on performativity and datafication. Drawing on the extensive literature in these areas, this chapter will provide an overview of the evolving status of and approaches to contemporary teacher accountability, as well as the associated technologies that have emerged over the past three decad

無可爭辯

Teacher Evaluation and the Control of Risky Teachers,bute to a (re)articulation of education in the image of the market (Anagnostopoulos et al. .; Hursh .; Lingard et al. .). Teachers, in particular, have been subjected to high-stakes accountability policies and practices that rely on calculating tools (e.g. value-added models, performance rubrics) an

試驗(yàn)