Biography
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 profileAffiliations
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.
Projects
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.
Publications
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
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
Amanda Keddie, Jessica Holloway
(2020), Vol. 40, pp. 288-302, School Leadership & Management, London, Eng., C1
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
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
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
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
E Sloat, A Amrein-Beardsley, J Holloway
(2018), Vol. 30, pp. 367-397, Educational assessment, evaluation and accountability, Cham, Switzerland, C1
J Sefton-Green, S Lewis, J Holloway
(2018), [Burwood, Vic.], A6
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
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
A Amrein-Beardsley, S Polasky, J Holloway
(2016), Vol. 28, pp. 139-159, Educational assessment, evaluation and accountability, Dordrecht, The Netherlands, C1-1
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
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
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
- 2021: $35,165
- 2020: $142,090
- 2019: $135,525
Supervisions
No completed student supervisions to report