The “power” of value-added thinking: Exploring the implementation of high-stakes teacher accountability policies in Rio de Janeiro

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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Bibliographic Details
Main Author: Rolf Straubhaar
Format: Article
Language:English
Published: Arizona State University 2017-08-01
Series:Education Policy Analysis Archives
Subjects:
Value-added modeling
accountability
Brazil
Online Access:https://epaa.asu.edu/ojs/article/view/3034

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