'What Works' Depends: Teacher Accountability Policy and Sociocultural Context in International Large-Scale Surveys

Autor/in	Hwa, Yue-Yi
Titel	'What Works' Depends: Teacher Accountability Policy and Sociocultural Context in International Large-Scale Surveys
Quelle	In: Journal of Education Policy, 38 (2023) 3, S.474-499 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hwa, Yue-Yi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2021.2009919
Schlagwörter	Educational Policy; Outcomes of Education; Foreign Countries; International Assessment; Teacher Evaluation; Accountability; Sociocultural Patterns; Cross Cultural Studies; Secondary School Students; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Lernleistung; Schulerfolg; Ausland; Teacher appraisal; Lehrerbeurteilung; Verantwortung; Soziokulturelle Theorie; Cultural comparison; Kulturvergleich; Sekundarschüler
Abstract	Despite a growing emphasis in education policy on 'what works for whom and in what circumstances', there is still considerable attention to decontextualised 'best practices' that emerge from cross-country comparisons of student achievement. Also, while operational and even political aspects of context are increasingly incorporated into policy research, there is relatively little attention to the relationship between sociocultural context and education policy. In this paper, I explore the extent to which national sociocultural context influences the relationship between one aspect of policy -- teacher accountability -- and student outcomes. I do so by using multilevel modelling to analyse international survey data on education (from PISA 2012, PISA 2015, and TIMSS 2015) matched at the country level with survey data on culture (from the World Values Survey and Hofstede's IBM study). I find that one of the sociocultural constructs significantly and consistently moderates the relationship between teacher accountability and student outcomes, suggesting that some teacher accountability approaches may be beneficial in certain sociocultural contexts but detrimental in others. This finding implies a need for caution in generating universal policy prescriptions from international assessments such as PISA and TIMSS. It also strengthens the case for viewing teacher accountability as a socioculturally embedded process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01