Making accountable teachers: The terrors and pleasures of performativity J Holloway, J Brass Journal of education policy 33 (3), 361-382, 2018 | 326 | 2018 |
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 | 186 | 2020 |
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 | 172 | 2019 |
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 | 136 | 2019 |
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 | 109 | 2018 |
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 | 101 | 2014 |
Value-added models for teacher evaluation and accountability: Commonsense assumptions A Amrein-Beardsley, J Holloway Educational Policy 33 (3), 516-542, 2019 | 98 | 2019 |
Global perspectives on high-stakes teacher accountability policies: An introduction J Holloway, TB Sørensen, A Verger Deakin University, 2017 | 90 | 2017 |
Re-professionalizing teaching: The new professionalism in the United States J Brass, J Holloway Critical Studies in Education 62 (4), 519-536, 2021 | 72 | 2021 |
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 | 62 | 2020 |
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 | 59 | 2014 |
Teacher evaluation as an onto-epistemic framework J Holloway British journal of sociology of education 40 (2), 174-189, 2019 | 55 | 2019 |
School testing culture and teacher satisfaction WC Smith, J Holloway Educational Assessment, Evaluation and Accountability 32, 461-479, 2020 | 52 | 2020 |
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 | 44 | 2019 |
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 | 42 | 2020 |
‘Make money, get money’: how two autonomous schools have commercialised their services J Holloway, A Keddie Neoliberalism and Education, 118-130, 2023 | 31 | 2023 |
Teacher accountability, datafication and evaluation: a case for reimagining schooling. J Holloway Education Policy Analysis Archives 28 (56), 2020 | 31 | 2020 |
Metrics, standards and alignment in teacher policy: Critiquing fundamentalism and imagining pluralism J Holloway Springer Nature, 2021 | 23 | 2021 |
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 | 22 | 2012 |
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 | 21 | 2018 |