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 |
| _version_ | 1818313707825922048 |
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| author | Rolf Straubhaar |
| author_facet | Rolf Straubhaar |
| author_sort | Rolf Straubhaar |
| collection | DOAJ |
| description | 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. Drawing on the anthropological literature on meaning making (Anderson-Levitt, 2012), the focus of this study is on the common understandings and ideological assumptions regarding “good” teacher education practice that undergird the policymaking decisions of Rio de Janeiro’s public education policymakers. On the basis of ethnographic interviews, I argue that the then-current Secretariat of Education in Rio was run primarily by people whose backgrounds in business and administration heavily influenced their ideological assumptions about good educational management. I further explore the ways in which Rio’s implementation of value-added modeling and high-stakes accountability-based teacher evaluation mechanisms reflects these latent ideological trends. |
| first_indexed | 2024-12-13T08:38:02Z |
| format | Article |
| id | doaj.art-0742d1edc6e74ffd8a55ed6a746670f1 |
| institution | Directory Open Access Journal |
| issn | 1068-2341 |
| language | English |
| last_indexed | 2024-12-13T08:38:02Z |
| publishDate | 2017-08-01 |
| publisher | Arizona State University |
| record_format | Article |
| series | Education Policy Analysis Archives |
| spelling | doaj.art-0742d1edc6e74ffd8a55ed6a746670f12022-12-21T23:53:36ZengArizona State UniversityEducation Policy Analysis Archives1068-23412017-08-0125010.14507/epaa.25.30341662The “power” of value-added thinking: Exploring the implementation of high-stakes teacher accountability policies in Rio de JaneiroRolf Straubhaar0Texas State UniversityThe 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. Drawing on the anthropological literature on meaning making (Anderson-Levitt, 2012), the focus of this study is on the common understandings and ideological assumptions regarding “good” teacher education practice that undergird the policymaking decisions of Rio de Janeiro’s public education policymakers. On the basis of ethnographic interviews, I argue that the then-current Secretariat of Education in Rio was run primarily by people whose backgrounds in business and administration heavily influenced their ideological assumptions about good educational management. I further explore the ways in which Rio’s implementation of value-added modeling and high-stakes accountability-based teacher evaluation mechanisms reflects these latent ideological trends.https://epaa.asu.edu/ojs/article/view/3034Value-added modelingaccountabilityBrazil |
| spellingShingle | Rolf Straubhaar The “power” of value-added thinking: Exploring the implementation of high-stakes teacher accountability policies in Rio de Janeiro Education Policy Analysis Archives Value-added modeling accountability Brazil |
| title | The “power” of value-added thinking: Exploring the implementation of high-stakes teacher accountability policies in Rio de Janeiro |
| title_full | The “power” of value-added thinking: Exploring the implementation of high-stakes teacher accountability policies in Rio de Janeiro |
| title_fullStr | The “power” of value-added thinking: Exploring the implementation of high-stakes teacher accountability policies in Rio de Janeiro |
| title_full_unstemmed | The “power” of value-added thinking: Exploring the implementation of high-stakes teacher accountability policies in Rio de Janeiro |
| title_short | The “power” of value-added thinking: Exploring the implementation of high-stakes teacher accountability policies in Rio de Janeiro |
| title_sort | power of value added thinking exploring the implementation of high stakes teacher accountability policies in rio de janeiro |
| topic | Value-added modeling accountability Brazil |
| url | https://epaa.asu.edu/ojs/article/view/3034 |
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