Internationally there has been some interest in how critical pedagogies might be enabled in higher education to support transformative social agendas. Few writers, however, have theorised the ethico-political aspects of this effort from a feminist new materialist perspective. By focusing on the analysis of an inter-institutional collaborative…

Academic Language and Learning (ALL) is a relatively recent practice field known in Australian Higher Education as Academic Skills Advising or Student Support. Changing social, political and economic circumstances shape ALL work in complex and contradictory ways. Of crucial current significance are discourses calling for education to become an…

This paper is a discussion and critical review of grading practices at a large flagship public university. In this paper, I examine the rights a student has when calling into question the authority and decision-making abilities of teachers in a classroom setting. Following my recent experience with a professor (noted at the beginning of this…

Responsive evaluation honors democratic and participatory values and intends to foster dialogues among stakeholders to include their voices and enhance mutual understandings. The question explored in this article is whether and how responsive evaluation can offer a platform for moral learning ("Bildung") in the interference zone between…

Based on a research project comprising data from an interview study and a survey with teachers and school principals in four German federal states ("Bundesländer"), this paper questions the claim that the side effects of accountability in education are bound to high-stakes contexts, and also provides evidence of side effects occurring in…

Vietnam's history has witnessed the nation's constant effort to learn from the outside world. This effort paradoxically co-exists with the country's aspiration to escape from foreign domination, to protect national independence and to preserve national identity. Discussions of foreign influences in the Vietnamese education system should be…

Since No Child Left Behind was passed nearly 20 years ago, test-based accountability policies have grown more comprehensive in scope than ever before. Tests have always mattered, but they have become substantively empowered, now dominating classroom conversation and activity. To ascertain the impact they have on people's lives one must involve…

Purpose: This study addressed the current policy push to improve students' college and career readiness (CCR) as manifested within the Every Student Succeeds Act (ESSA) and examined CCR policy in the state of Illinois as a case study, noting ways in which provisions for CCR programs prepare all students, including those historically underserved by…

Professional learning communities (PLCs) are a group of educators working collaboratively to improve student achievement and expand the pedagogy of the individual as well as the group. Studies on PLCs, grounded by the social constructivism theory of Vygotsky, Bandura, and Wenger, have found that collaboration and collegiality foster a positive…

The federal role in higher education has grown over the past two decades, and now a new administration has the opportunity to strengthen policies that support students and their colleges and universities. To help inform these decisions, the Urban Institute convened a bipartisan group of scholars and policy advisers to write a series of memos…

In an effort to enhance the quality of early childhood education (ECE) at scale, nearly all U.S. states have recently adopted Quality Rating and Improvement Systems (QRIS). These accountability systems give providers and parents information on program quality and create both reputational and financial incentives for program improvement. However,…

Current cybersecurity measures have become a major concern for commercial organizations in the United States. As the cyber-attack landscape expands and the skills and knowledge of the cyber-attacker become broader, the current measures that are taken and the laws structured around them are making it increasingly difficult for commercial…

As a response to accountability and pressure from the No Child Left Behind Act of 2002, the South Dakota Department of Education informed school administrators of a state-wide transformation of the way districts measure teacher effectiveness in their schools. In 2011, "The Framework for Teaching Evaluation Instrument" (Danielson, 2002)…

The purpose of this research project was to conduct an exploratory analysis of the 2016 Mississippi Statewide Accountability System (MSAS), which is the model by which all public schools in Mississippi are assessed, rated, and ranked, in an attempt to assess whether or not the system is an effective policy tool, especially in relation to the goals…

The purpose of this study was to determine if the minimum number of observations stated in a district's teacher evaluation plan, observation characteristics described in a district's evaluation plan, and the characteristic of those evaluating teachers had an impact on whether a school would receive a bonus or penalty point for Indiana's A-F…