Volume 34, issue 1, February 2022

7 articles in this issue

Data-driven approaches to education governance and their implications

Authors
- Guri Skedsmo
- Stephan Gerhard Huber
- Content type: EditorialNotes
- Published: 12 April 2022
- Pages: 1 - 4
School accountability and teacher stress: international evidence from the OECD TALIS study

Authors
- John Jerrim
- Sam Sims
- Content type: OriginalPaper
- Open Access
- Published: 12 April 2021
- Pages: 5 - 32
“I am here for the students”: principals’ perception of accountability amid work intensification

Authors
- Fei Wang
- Cameron Hauseman
- Katina Pollock
- Content type: OriginalPaper
- Open Access
- Published: 02 August 2021
- Pages: 33 - 56
Principals may inflate teacher evaluation scores to achieve important goals

Authors
- Eli Jones
- Christi Bergin
- Bridget Murphy
- Content type: OriginalPaper
- Published: 13 July 2021
- Pages: 57 - 88
Representations of student performance data in local education policy

Authors
- Tine Sophie Prøitz
- Judit Novak
- Sølvi Mausethagen
- Content type: OriginalPaper
- Open Access
- Published: 10 February 2022
- Pages: 89 - 111
An item response theory and Rasch analysis of the NUDKS: a data literacy scale

Authors (first, second and last of 4)
- Pamela S. Trantham
- Jonathon Sikorski
- Beth Doll
- Content type: OriginalPaper
- Published: 17 August 2021
- Pages: 113 - 135
Correction to: An application of importance-performance analysis to students’ evaluation of teaching

Authors
- Magdalena Cladera
- Content type: Correction
- Published: 18 February 2022
- Pages: 137 - 137

Volume 34, issue 1, February 2022

Data-driven approaches to education governance and their implications

School accountability and teacher stress: international evidence from the OECD TALIS study

“I am here for the students”: principals’ perception of accountability amid work intensification

Principals may inflate teacher evaluation scores to achieve important goals

Representations of student performance data in local education policy

An item response theory and Rasch analysis of the NUDKS: a data literacy scale

Correction to: An application of importance-performance analysis to students’ evaluation of teaching

For authors

Working on a manuscript?

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Volume 34, issue 1, February 2022

Data-driven approaches to education governance and their implications

Authors

School accountability and teacher stress: international evidence from the OECD TALIS study

Authors

“I am here for the students”: principals’ perception of accountability amid work intensification

Authors

Principals may inflate teacher evaluation scores to achieve important goals

Authors

Representations of student performance data in local education policy

Authors

An item response theory and Rasch analysis of the NUDKS: a data literacy scale

Authors (first, second and last of 4)

Correction to: An application of importance-performance analysis to students’ evaluation of teaching

Authors

For authors

Working on a manuscript?

Explore