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 m odeling - based teacher evaluation p...
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| Publicado en: | Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas |
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| Autor principal: | |
| Formato: | Artigo |
| Lenguaje: | Inglês |
| Publicado: |
Arizona State University
2017
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| Materias: | |
| Acceso en línea: | https://www.redalyc.org/articulo.oa?id=275050047122 |
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