The "Power" of Value-Added Thinking: Exploring the Implementation of High-Stakes Teacher Accountability Policies in Rio de Janeiro

Autor/in	Straubhaar, Rolf
Titel	The "Power" of Value-Added Thinking: Exploring the Implementation of High-Stakes Teacher Accountability Policies in Rio de Janeiro
Quelle	In: Education Policy Analysis Archives, 25 (2017) 91, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Foreign Countries; Value Added Models; High Stakes Tests; Accountability; Educational Policy; Ethnography; Ideology; Teacher Evaluation; Teacher Education; Educational Practices; Commercialization; State Officials; Employee Attitudes; Teacher Attitudes; Administrator Attitudes; Semi Structured Interviews; Educational History; Private Sector; Brazil + Suchen Sie Ihr Suchwort? Ausland; Verantwortung; Politics of education; Bildungspolitik; Ethnografie; Ideologie; Teacher appraisal; Lehrerbeurteilung; Lehrerausbildung; Lehrerbildung; Bildungspraxis; Member of the government; Regierungsmitglied; Arbeitnehmerinteresse; Lehrerverhalten; History of education; Bildungsgeschichte; Privater Sektor; Brasilien
Abstract	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. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01