Jessica Holloway
Jessica Holloway
Australian Catholic University - Institute for Learning Sciences and Teacher Education
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Cited by
Cited by
50 myths and lies that threaten America's public schools: The real crisis in education
DC Berliner, GV Glass
Teachers College Press, 2014
Making accountable teachers: The terrors and pleasures of performativity
J Holloway, J Brass
Journal of Education Policy 33 (3), 361-382, 2018
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
Examining the influence of international large-scale assessments on national education policies
J Fischman G. E., Topper, A. M., Silova, I., Goebel, J., Holloway
Journal of Education Policy, 2018
Value-added models for teacher evaluation and accountability: Commonsense assumptions
A Amrein-Beardsley, J Holloway
Educational Policy 33 (3), 516-542, 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
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
The Advanced Placement opportunity gap in Arizona: Access, participation, and success
J Cisneros, J Holloway-Libell, LM Gomez, KM Corley, JM Powers
AASA journal of scholarship and practice 11 (2), 20-33, 2014
Global perspectives on high-stakes teacher accountability policies: An introduction
J Holloway, TB Sørensen, A Verger
education policy analysis archives 25 (85), 1-18, 2017
Teacher evaluation as an onto-epistemic framework
J Holloway
British Journal of Sociology of Education 40 (2), 174-189, 2019
A Review of “Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences” Seidman, I. (2013)
KT Anderson, J Holloway-Libell
The Journal of Educational Research 107 (5), 428-428, 2014
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
All hat and no cattle
J Holloway-Libell, A Amrein-Beardsley, C Collins
Educational Leadership 70 (3), 65-68, 2012
‘Make money, get money’: how two autonomous schools have commercialised their services
J Holloway, A Keddie
Discourse: Studies in the Cultural Politics of Education 40 (6), 889-901, 2019
Re-professionalizing teaching: The new professionalism in the United States
J Brass, J Holloway
Critical Studies in Education, 1-18, 2019
“Truths” Devoid of Empirical Proof: Underlying Assumptions Surrounding Value-Added Models in Teacher Evaluation
J Holloway-Libell, A Amrein-Beardsley
Teachers College Record, 2015
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
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 (4), 367-397, 2018
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
Evidence of Grade and Subject-Level Bias in Value-Added Measures
J Holloway-Libell
Teachers College Record, 2015
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