The “power” of value-added thinking: Exploring the implementation of high-stakes teacher accountability policies in Rio de Janeiro
The purpose of this article is to ethnographically document the market-based ideological assumptions of Rio de Janeiro’s educational policymakers, and the ways in which those assumptions have informed these policymakers’ decision to implement value-added modeling-based teacher evaluation policies. D...
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| Format: | Article |
| Language: | English |
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Arizona State University
2017-08-01
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| Series: | Education Policy Analysis Archives |
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| Online Access: | https://epaa.asu.edu/ojs/article/view/3034 |