Beginning in the mid-1980s, European governments have increasingly implemented performance-based funding systems for higher education. While a focus on the transnational pressures that contributed to the widespread adoption of performance-based funding in Europe accounts for the impetus for performance-based funding policies, it fails to address…

This article considers the motivations of teachers to pursue ongoing professional learning. During recent decades, the international policy context has been characterised by high-stakes accountability, but the implications of this agenda for teachers' motivations toward professional learning remains under-explored. In this mixed methods study,…

This article examines a national policy of performance-related pay for teachers in the educational context of England, as understood in relation to the concept of New Public Management. Using a mixed methods approach employing surveys and in-depth interviews, the article considers the perspectives of working teachers, thus engaging directly with…

Preservice teacher performance assessments, such as the edTPA, are one of the accountability policies from states and local authorities designed to ensure the quality of beginning teachers and standardize teacher education. We studied experiences of 65 preservice teachers regarding the effect of the edTPA on their learning in field-placement…

This paper focuses on the role of classroom observation in the development and assessment of schoolteachers in Vietnam through a narrative review of current policy and cognate research literature. The overall aim of this review was twofold. Firstly, to contribute to a growing bank of Vietnam-based studies to maximise the value of the insights from…

This paper explores the policy, pedagogy, and practice affordances and constraints of teacher education as an environment to develop pre-service teachers' antiracism commitments. Through critical analysis of interviews with pre-service teachers and teacher educators at three social justice-oriented teacher preparation programs, research findings…

This study synthesized the effect of performance-based funding (hereafter, PBF) through multi-stages of a systematic literature review based on 36 articles. In addition, this study analyzes how policy design relates to the effectiveness of PBF in individual states. Similar to other meta-analyses, this study found that PBF policy is not effective…

Between 1997 and 2019, 16 out of 41 performance-based funding (PBF) states discontinued their PBF policies for public colleges and universities. Adapting policy diffusion theory to PBF discontinuation, we investigate whether policy discontinuation in one state is related to discontinuations in other states, and differentiate between the two policy…

The conventional perception of Information Systems (IS) in educational systems, focused on improvement, often confines its role to the technical management of dashboards and performance indicators. Its transformative nature has, however, a profound impact at different levels: individual, institutional and even systemic. Thus, education systems'…

The majority of states in the U.S. have adopted a performance-based funding (PBF) policy, but we know very little about how PBF adoption affects completion outcomes among underserved subgroups of students or whether specific design elements of PBF policies exacerbate inequities facing traditionally disadvantaged students. In this study, we show…

The reported study investigates the emergence of teacher evaluation (TE) in Norwegian green papers between 1988 and 2019. We examine how knowledge dissemination and discourses in Norwegian official reports shape suggestions for TE and discuss implications for how teachers are "made by policy". Guided by Bacchi's (2009) approach to…

In less than a decade, Pearson's distribution of the Teacher Performance Assessment (edTPA) has expanded to hundreds of teacher education preparation programs in the United States. Used in more than forty states, the edTPA has become one of the most prevalent forms of high-stakes evaluation for student teachers, with several states requiring…

This study explores the linkages between extrinsic and intrinsic motivation in teachers who are regulated by a career ladder policy in Chile. This work pays attention to specific components of this policy: salary increase, promotion, standards, performance evaluation, and feedback. We shed light on the motivational pattern that emerges from…

Although there is no globally accepted definition to guide micro-credential activity in higher education, many seek to boost the employability prospects of earners. To do this well, micro-credentials need to indicate skills and competencies. Assessment ensures those skills and competencies are verified, enabling trust and communication in the…

Since 2000, girls' education has been an increasingly high-profile concern in international development policy. At the same time, there has been a trend towards the greater production and reliance on quantitative data, indicators and targets in national and international education policy. Scholars have raised concerns about the rise of…