Abstract:Understandings of teacher expertise in the US have transformed over the past 40 years, arguably being “narrowed” and “numericized” due to high-stakes accountability and neoliberal education reform movements. While this trend has been thoroughly studied under the No Child Left Behind Act (NCLB) and Race to the Top regimes, less consideration has been given since the Every Study Succeeds Act (ESSA) replaced NCLB in 2015, which notably pivoted away from some of the most stringent accountability practices of the p… Show more
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