Dr Jessica Holloway





Faculty of Arts and Education


REDI Arts & Ed


Melbourne Burwood Campus


Doctor of Philosophy, Arizona State University, 2014
Master of Education, Arizona State University, 2011



Jessica is an Australian Research Council DECRA Fellow within the strategic research centre - Research for Educational Impact (REDI) - at Deakin University. Her current DECRA project, ‘The Role of Teacher Expertise, Authority and Professionalism in Education’ investigates the role of education in modern democratic societies, with a particular focus on teachers and teacher expertise. 

Jessica earned her Ph.D. in Education Policy and Evaluation, with a concentration in research methods, from the Mary Lou Fulton Teachers College at Arizona State University (USA) in 2014. She also received her Master’s of Education degree in Educational Leadership and Administration from Arizona State University in 2011. She has more than 10 years of teaching experience, including middle grades English/Language Arts and university-level teacher and principal preparation courses.

Before assuming her position at REDI, Jessica was an Assistant Professor of Educational Leadership at Kansas State University (USA). While there, she supervised doctoral students and taught master’s and doctoral level courses related to qualitative research methods and educational leadership and supervision. In 2016, she transitioned from this position to pursue a research-intensive postdoctoral fellowship at Deakin University, where she conducted the project 'Teacher Leaders and Democracy: An International Study', which looked at modes of distributive leadership in U.S. and Australian schools. She also worked with Professor Amanda Keddie on a project related to autonomous schooling in Australia. Jessica is also an Associate Research Member (USA representative) on the project: The Global History of the OECD in Education, Aalborg University, Denmark, which includes scholars spanning five continents.

Read more on Jessica's profile


Research for Educational Impact (REDI)

American Educational Research Assoication (AERA)

Australian Association for Research in Education (AARE)

Comparative and International Education Society (CIES)

Knowledge areas

Education policy 

Teacher accountability and evaluation 

Value-added models (VAMs)

Qualitative research methods

Discourse analysis 

Distributed leadership 

Media appearances

Savage, G.C., Holloway, J., & Lewis, S. (2018, August 28). NAPLAN 2018 summary results: A few weeks late, but otherwise little change from previous years. The Conversation. Retrieved from https://theconversation.com/naplan-2018-summary-results-a-few-weeks-late-but-otherwise-little-change-from-previous-years-102096.


DECRA 2019-2022 ($383,157): The Role of Teacher Expertise, Authority and Professionalism in Education 

This project aims to provide new insights about the role of education in modern democratic societies, with a particular focus on teachers and teacher expertise. Specifically, the project will use case studies from three Western Democracies - Australia, United Kingdom, and the United States - to investigate the role of teachers in these education systems, and the ways in which contemporary policy and practice is impacting their professional expertise and authority in their classrooms and schools. Using an innovative approach to comparative case study, this project will advance knowledge about the relationship between schools, professional expertise and democracy, and the role of teachers within these spaces.


Filter by


Value-added models for teacher evaluation and accountability: commonsense assumptions

A Amrein-Beardsley, J Holloway

(2019), Vol. 33, pp. 516-542, Educational policy, London, Eng., C1


Datafying the teaching 'profession': remaking the professional teacher in the image of data

S Lewis, J Holloway

(2019), Vol. 49, pp. 35-51, Cambridge journal of education, Abingdon, Eng., C1


'Make money, get money': how two autonomous schools have commercialised their services

J Holloway, A Keddie

(2019), Vol. 40, pp. 889-901, Discourse: studies in the cultural politics of education, Abingdon, Eng., C1


Examining the influence of international large-scale assessments on national education policies

G Fischman, A Topper, I Silova, J Goebel, J Holloway

(2019), Vol. 34, pp. 470-499, Journal of education policy, Abingdon, Eng, C1


Teacher evaluation as an onto-epistemic framework

J Holloway

(2019), Vol. 40, pp. 174-189, British journal of sociology of education, Abingdon, Eng., C1


Re-professionalizing teaching: the new professionalism in the United States

Jory Brass, J Holloway

(2019), pp. 1-18, Critical studies in education, Abingdon, Eng., C1


Competing locals in an autonomous schooling system: the fracturing of the 'social' in social justice

J Holloway, Amanda Keddie

(2019), pp. 1-16, Educational management administration & leadership, London, Eng., C1


Standards without standardisation? Assembling standards-based reforms in Australian and US schooling

Steven Lewis, Glenn Savage, Jessica Holloway

(2019), pp. 1-28, Journal of education policy, Abingdon, Eng., C1


How is an inclusive agenda possible in an excluding education system? Revisiting the Danish Dilemma

T Larsen, J Holloway, B Hamre

(2019), Vol. 23, pp. 1049-1064, International Journal of Inclusive Education, London, Eng., C1


Prescribed distributed leadership in the era of accountability: the experiences of mentor teachers

J Holloway, A Nielsen, S Saltmarsh

(2018), Vol. 46, pp. 538-555, Educational management administration & leadership, London, Eng., C1


Different teacher-level effectiveness estimates, different results: inter-model concordance across six generalized value-added models (VAMs)

E Sloat, A Amrein-Beardsley, J Holloway

(2018), Vol. 30, pp. 367-397, Educational assessment, evaluation and accountability, Cham, Switzerland, C1


School reforms, market logic, and the politics of inclusion in the United States and Denmark

J Holloway, Bjorn Hamre

(2018), pp. 105-120, Testing and inclusive schooling: international challenges and opportunities, Abingdon, Eng., B1


Discourse analysis as theory, method, and epistemology in studies of education policy

K Anderson, J Holloway

(2018), Journal of education policy, Abingdon, Eng., C1


Risky teachers: mitigating risk through high-stakes teacher evaluation in the USA

J Holloway

(2017), pp. 1-13, Discourse-studies in the cultural politics of education, Abingdon, Eng., C1


Global perspectives on high-stakes teacher accountability policies: an introduction

J Holloway, T Srensen, A Verger

(2017), Vol. 25, pp. 1-18, Education Policy Analysis Archives, Phoenix, AZ., C1


Making accountable teachers: the terrors and pleasures of performativity

J Holloway, J Brass

(2017), pp. 1-22, Journal of Education Policy, Abingdon, Eng., C1


Validating "value added" in the primary grades: one district's attempts to increase fairness and inclusivity in its teacher evaluation system

A Amrein-Beardsley, S Polasky, J Holloway

(2016), Vol. 28, pp. 139-159, Educational assessment, evaluation and accountability, Dordrecht, The Netherlands, C1-1


The murky waters of neoliberal marketization and commodification on the education of adults in the United States

J Zacharakis, J Holloway

(2016), Vol. 7, pp. 223-236, European journal for research on the education and learning of adults, Linkping, Sweden, C1-1


What counts as good teaching? How a student growth percentile model has defined teacher quality at one urban middle school

J Holloway

(2016), pp. 137-152, Student growth measures in policy and practice: intended and unintended consequences of high-stakes teacher evaluations, New York, N.Y., B1-1


Everything is bigger (and badder) in Texas: Houston's teacher value-added system

A Amrein-Beardsley, C Collins, J Holloway, N Paufler

(2016), pp. 1-6, Teachers College record, New York, N.Y., C1-1


"Rational" observational systems of educational accountability and reform

A Amrein-Beardsley, J Holloway, A Cirell, A Hays, K Chapman

(2015), Vol. 20, pp. 1-8, Practical assessment, research and evaluation, College Park, Md., C1-1


Evidence of grade and subject-level bias in value-added measures

J Holloway

(2015), pp. 1-6, Teachers College record, New York, N.Y., C1-1


"Truths" devoid of empirical proof: underlying assumptions surrounding value-added models in teacher evaluation

A Amrein-Beardsley, J Holloway

(2015), pp. 1-11, Teachers College record, New York, N.Y., C1-1


VAM-based teacher evaluation policies: Ideological foundations, policy mechanisms, and implications

J Holloway, C Collins

(2014), pp. 1-23, InterActions : UCLA journal of education and information studies, Oakland, Calif., C1-1


The advanced placement opportunity gap in Arizona: access, participation, and success

J Cisneros, J Holloway, L Gomez, K Corley, J Powers

(2014), Vol. 11, pp. 20-33, AASA journal of scholarship and practice, Alexandria, Va., C1-1


All hat and no cattle: The value-added approach to teacher evaluation

J Holloway, A Amrein-Beardsley, C Collins

(2012), pp. 65-68, Educational Leadership, ASCD, C1


All hat and no cattle

J Holloway-Libell, A Amrein-Beardsley, C Collins

(2012), Vol. 70, pp. 65-68, Educational leadership, Alexandria, Va., C1


Funded Projects at Deakin

Australian Competitive Grants

The Role of Teacher Expertise, Authority and Professionalism in Education

Dr Jessica Holloway

ARC DECRA - Discovery Early Career Researcher Award

  • 2020: $62,519
  • 2019: $135,525


No completed student supervisions to report