@article{1433400,
      recid = {1433400},
      author = {Holloway, Jessica,},
      title = {Metrics, standards and alignment in teacher policy :  critiquing fundamentalism and imagining pluralism /},
      pages = {1 online resource (xii, 168 pages)},
      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."--},
      url = {http://library.usi.edu/record/1433400},
      doi = {https://doi.org/10.1007/978-981-33-4814-1},
}