Dr Jessica Holloway

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

K Anderson, J Holloway

(2020), Vol. 35, pp. 188-221, Journal of education policy, Abingdon, Eng., C1

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

J Holloway, Amanda Keddie

(2020), Vol. 48, pp. 786-801, 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

(2020), Vol. 35, pp. 737-764, Journal of education policy, Abingdon, Eng., C1

Using test scores to evaluate and hold school teachers accountable in New Mexico

T Geiger, A Amrein-Beardsley, J Holloway

(2020), Vol. 32, pp. 187-235, Educational Assessment, Evaluation and Accountability, Berlin, Germany, C1

Teacher accountability, datafication and evaluation: a case for reimagining schooling

J Holloway

(2020), Vol. 28, pp. 1-12, Education Policy Analysis Archives, Phoenix, Ariz., C1

School autonomy, school accountability and social justice: stories from two Australian school principals

Amanda Keddie, Jessica Holloway

(2020), Vol. 40, pp. 288-302, School Leadership & Management, London, Eng., C1

Aligning teacher preparation, professional development and evaluation: the orthodoxy of tap teachers and teaching

J HOLLOWAY

(2020), Vol. 25, pp. 117-137, Studia paedagogica, Czech Republic, C1

School testing culture and teacher satisfaction

W Smith, J Holloway

(2020), Vol. 32, pp. 461-479, Educational Assessment, Evaluation and Accountability, New York, N.Y., C1

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

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

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 Sørensen, 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, Linköping, Sweden, C1-1

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