TY - JOUR
T1 - Evaluative relationships
T2 - teacher accountability and professional culture
AU - Garver, Rachel
N1 - Publisher Copyright:
© 2019 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2020/9/2
Y1 - 2020/9/2
N2 - Research on recently adopted methods for teacher evaluation are largely focused on issues of validity and pay less attention to the consequences of implementation for the everyday practices of teaching and learning in schools. This paper draws on an ethnographic case-study to argue that the joint tasks demanded by neoliberal teacher evaluation policies structure interactions among teachers and between teachers and administrators in ways that erode professional culture. Implications for policymakers, school leaders, and teachers are considered.
AB - Research on recently adopted methods for teacher evaluation are largely focused on issues of validity and pay less attention to the consequences of implementation for the everyday practices of teaching and learning in schools. This paper draws on an ethnographic case-study to argue that the joint tasks demanded by neoliberal teacher evaluation policies structure interactions among teachers and between teachers and administrators in ways that erode professional culture. Implications for policymakers, school leaders, and teachers are considered.
KW - Teacher evaluation
KW - accountability
KW - ethnography
KW - policy implementation
KW - professional culture
KW - value-added measures
UR - http://www.scopus.com/inward/record.url?scp=85060650908&partnerID=8YFLogxK
U2 - 10.1080/02680939.2019.1566972
DO - 10.1080/02680939.2019.1566972
M3 - Article
AN - SCOPUS:85060650908
SN - 0268-0939
VL - 35
SP - 623
EP - 647
JO - Journal of Education Policy
JF - Journal of Education Policy
IS - 5
ER -