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Jessica Holloway
Jessica Holloway
Associate Professor, Institute for Learning Sciences and Teacher Education, Australian Catholic
Verified email at acu.edu.au
Title
Cited by
Cited by
Year
Making accountable teachers: The terrors and pleasures of performativity
J Holloway, J Brass
Journal of education policy 33 (3), 361-382, 2018
3042018
Discourse analysis as theory, method, and epistemology in studies of education policy
KT Anderson, J Holloway
Journal of Education Policy 35 (2), 188-221, 2020
1782020
Datafying the teaching ‘profession’: Remaking the professional teacher in the image of data
S Lewis, J Holloway
Cambridge journal of education 49 (1), 35-51, 2019
1622019
Examining the influence of international large-scale assessments on national education policies
GE Fischman, AM Topper, I Silova, J Goebel, JL Holloway
Journal of education policy 34 (4), 470-499, 2019
1292019
Prescribed distributed leadership in the era of accountability: The experiences of mentor teachers
J Holloway, A Nielsen, S Saltmarsh
Educational Management Administration & Leadership 46 (4), 538-555, 2018
1092018
Value-added models for teacher evaluation and accountability: Commonsense assumptions
A Amrein-Beardsley, J Holloway
Educational Policy 33 (3), 516-542, 2019
972019
Global perspectives on high-stakes teacher accountability policies: An introduction
J Holloway, TB Sørensen, A Verger
Deakin University, 2017
872017
A Review of “Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences” Seidman, I.(2013).. New York, NY: Teachers College Press. 178 pp.
KT Anderson, J Holloway-Libell
The Journal of Educational Research 107 (5), 428-428, 2014
802014
Re-professionalizing teaching: The new professionalism in the United States
J Brass, J Holloway
Critical Studies in Education 62 (4), 519-536, 2021
702021
Standards without standardisation? Assembling standards-based reforms in Australian and US schooling
S Lewis, GC Savage, J Holloway
Journal of Education Policy 35 (6), 737-764, 2020
592020
The Advanced Placement opportunity gap in Arizona: Access, participation, and success
J Cisneros, LM Gomez, JM Powers, J Holloway-Libell, KM Corley
AASA Journal of Scholarship and Practice 11 (2), 20-28, 2014
592014
Teacher evaluation as an onto-epistemic framework
J Holloway
British Journal of Sociology of Education 40 (2), 174-189, 2019
542019
School testing culture and teacher satisfaction
WC Smith, J Holloway
Educational Assessment, Evaluation and Accountability 32, 461-479, 2020
452020
Risky teachers: Mitigating risk through high-stakes teacher evaluation in the USA
J Holloway
Discourse: Studies in the Cultural Politics of Education 40 (3), 399-411, 2019
452019
School autonomy, school accountability and social justice: Stories from two Australian school principals
A Keddie, J Holloway
School Leadership & Management 40 (4), 288-302, 2020
402020
‘Make money, get money’: how two autonomous schools have commercialised their services
J Holloway, A Keddie
Neoliberalism and Education, 118-130, 2023
292023
Teacher accountability, datafication and evaluation: a case for reimagining schooling.
J Holloway
Education Policy Analysis Archives 28 (56), 2020
292020
Metrics, standards and alignment in teacher policy: Critiquing fundamentalism and imagining pluralism
J Holloway
Springer Nature, 2021
232021
All hat and no cattle: The value-added approach to teacher evaluation
J Holloway-Libell, A Amrein-Beardsley, C Collins
Educational Leadership 70 (3), 65-68, 2012
222012
Different teacher-level effectiveness estimates, different results: inter-model concordance across six generalized value-added models (VAMs)
E Sloat, A Amrein-Beardsley, J Holloway
Educational Assessment, Evaluation and Accountability 30, 367-397, 2018
202018
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