Education Policy Analysis Archives (EPAA/AAPE) announces an open call for papers for a special issue exploring global perspectives on high-stakes teacher accountability policies. Touted as ‘front-line workers’ (OECD, 2014), teachers have become increasingly subjected to mechanisms for quantifying and incentivizing their performance and worth (Ball, 2015). There is a need for documenting and understanding the background and nature of high-stakes teacher accountability policies in a broad range of territories, as well as more general analyses on the globalization of accountability in education and the role of major transnational agencies like the OECD and the World Bank in this terrain.
Particularly in the USA and England, value-added models (VAMs), designed to statistically measure school and teacher effects on student learning over time, have been incorporated into market-based evaluation frameworks (AERA, 2015). While most countries have heeded caution with VAMs specifically, many have embraced high-stakes teacher accountability policies, often predicated on the same market-based logic that undergirds VAM-use (OECD, 2014; Sahlberg, 2011). Moreover, major transnational agencies (e.g., OECD, UNESCO, the World Bank) have during the last 10-15 years been engaged in the development of statistical indicators and the quantification of teacher performance to an unprecedented degree (Sellar & Lingard, 2013; Verger & Curran, 2014). The adoption of a performance-oriented Education 2030 Framework for Action under the UN Sustainable Development Goals is likely to further promote this line of thinking in development contexts (World Bank, 2015). Specifically, this issue seeks critical, global and comparative perspectives on high-stakes teacher accountability policies to address the following broadly defined questions:
- What are the historical, political, and/or social backgrounds for such policies in different contexts?
- How have such policies developed and been enacted over time, and to what effect?
- How do teacher accountability policies merge with market-based education reform?
- Which policy actors are engaged in the formation of such policies, and how does this relate to the thickening of the global educational policy field?
Submission Information: Interested contributors are invited to submit 500-word abstracts aligned with the special issue themes for review, via direct email to the guest editors, by 10 October 2016. All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines: http://epaa.asu.edu/ojs/. We will not consider manuscripts submitted for publication or published elsewhere.
Guest Editors: Dr. Jessica Holloway, Kansas State University, USA (email@example.com); Tore Bernt Sørensen, University of Bristol, UK (firstname.lastname@example.org); Dr. Antoni Verger, Universitat Autònoma de Barcelona, Spain (email@example.com)
For further information, please visit: http://epaa.asu.edu/ojs/announcement/view/227