| 书目名称 | Metrics, Standards and Alignment in Teacher Policy | | 副标题 | Critiquing Fundament | | 编辑 | Jessica Holloway | | 视频video | | | 概述 | Includes case studies across international contexts that illustrate the concepts in the book.Bridges and aligns multiple domains of teacher and teaching policy.Provides a range of data that enables an | | 图书封面 |  | | 描述 | 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.. | | 出版日期 | Book 2021 | | 关键词 | Pluralism in teacher policy; Fundamentalism of metrics and standards in teacher policy; Metrics and st | | 版次 | 1 | | doi | https://doi.org/10.1007/978-981-33-4814-1 | | isbn_softcover | 978-981-33-4816-5 | | isbn_ebook | 978-981-33-4814-1 | | copyright | The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapor |
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发表于 2025-3-21 18:13:37
