Ausgabe 1/2022
Inhalt (7 Artikel)
Data-driven approaches to education governance and their implications
Guri Skedsmo, Stephan Gerhard Huber
Open Access
School accountability and teacher stress: international evidence from the OECD TALIS study
John Jerrim, Sam Sims
Open Access
“I am here for the students”: principals’ perception of accountability amid work intensification
Fei Wang, Cameron Hauseman, Katina Pollock
Principals may inflate teacher evaluation scores to achieve important goals
Eli Jones, Christi Bergin, Bridget Murphy
Open Access
Representations of student performance data in local education policy
Tine Sophie Prøitz, Judit Novak, Sølvi Mausethagen
An item response theory and Rasch analysis of the NUDKS: a data literacy scale
Pamela S. Trantham, Jonathon Sikorski, R. J. de Ayala, Beth Doll
Correction
Correction to: An application of importance-performance analysis to students’ evaluation of teaching
Magdalena Cladera