Natalie Browes
Biographic Data
| ID | 4585406 |
|---|---|
| NAME | Natalie Browes |
| GIVEN NAMES | Natalie |
| FAMILY NAME | Browes |
| SIGNATURE | BROWES N |
| AFFILIATIONS | Universitat Autonòma de Barcelona |
| ORCID | 0000-0002-4451-9192 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Teacher autonomy in the age of performance-based accountability
In recent decades, the governance of educational systems has experienced dramatic changes in many countries. Schools have been given more autonomy whilst being held increasingly accountable at the central level through standardized testing and other forms of external evaluation. The mechanisms of performance-based accountability (PBA) and the consequences attached to test results vary. In high-stakes systems, teachers’ careers are more directly c…
Professionalism in the era of accountability
The roles and identities of professionals have undergone significant transformation in an ever‐globalising world shaped by neoliberal values. In the field of education, standardisation and outcome‐based quality measures have become the norm. Teachers are held accountable through their students’ results, with their work subject to ongoing surveillance (performance‐based accountability). This has changed the nature of teachers’ tasks, and what it m…
The instrumentation of test-based accountability in the autonomous dutch system
Test-based accountability or ‘TBA,’ as a core element of the pervasive Global Education Reform Movement (GERM), has become a central characteristic of education systems around the world. TBA often comes in conjunction with greater school autonomy, enabling governments to assess ‘school quality’ (i.e. test results) from a distance. Often, quality improvement is further encouraged through the publication of these results. Research has investigated …
All in this together? The reconstitution of policy discourses on teacher collaboration as governance in post-crisis Europe
With the rise of network governance, and its concomitant fragmentation of public education systems across Europe, international studies have recommended teacher collaboration as a means to bring educational stakeholders together. Yet, despite some agreement over the potential benefits to student, professional and organisational learning, there is limited comparative research into the policy response of national governments to this recommendation …
Global governance through peer review
This paper seeks to better understand the influence of international organizations within the national policy domain by examining the OECD's use of peer reviews. Focusing on one such review in the Netherlands, it asks: why are these reviews commissioned, who is involved, how are ideas about educational governance promoted, and how do they impact national policy. Data comes from interviews with OECD and ministry of education members who were centr…
Professionalism in the era of accountability
The roles and identities of professionals have undergone significant transformation in an ever‐globalising world shaped by neoliberal values. In the field of education, standardisation and outcome‐based quality measures have become the norm. Teachers are held accountable through their students’ results, with their work subject to ongoing surveillance (performance‐based accountability). This has changed the nature of teachers’ tasks, and what it m…
The instrumentation of test-based accountability in the autonomous dutch system
Test-based accountability or ‘TBA,’ as a core element of the pervasive Global Education Reform Movement (GERM), has become a central characteristic of education systems around the world. TBA often comes in conjunction with greater school autonomy, enabling governments to assess ‘school quality’ (i.e. test results) from a distance. Often, quality improvement is further encouraged through the publication of these results. Research has investigated …
All in this together? The reconstitution of policy discourses on teacher collaboration as governance in post-crisis Europe
With the rise of network governance, and its concomitant fragmentation of public education systems across Europe, international studies have recommended teacher collaboration as a means to bring educational stakeholders together. Yet, despite some agreement over the potential benefits to student, professional and organisational learning, there is limited comparative research into the policy response of national governments to this recommendation …
Global governance through peer review
This paper seeks to better understand the influence of international organizations within the national policy domain by examining the OECD's use of peer reviews. Focusing on one such review in the Netherlands, it asks: why are these reviews commissioned, who is involved, how are ideas about educational governance promoted, and how do they impact national policy. Data comes from interviews with OECD and ministry of education members who were centr…
The instrumentation of test-based accountability in the autonomous dutch system
Test-based accountability or ‘TBA,’ as a core element of the pervasive Global Education Reform Movement (GERM), has become a central characteristic of education systems around the world. TBA often comes in conjunction with greater school autonomy, enabling governments to assess ‘school quality’ (i.e. test results) from a distance. Often, quality improvement is further encouraged through the publication of these results. Research has investigated …
Teacher autonomy in the age of performance-based accountability
In recent decades, the governance of educational systems has experienced dramatic changes in many countries. Schools have been given more autonomy whilst being held increasingly accountable at the central level through standardized testing and other forms of external evaluation. The mechanisms of performance-based accountability (PBA) and the consequences attached to test results vary. In high-stakes systems, teachers’ careers are more directly c…
Professionalism in the era of accountability
The roles and identities of professionals have undergone significant transformation in an ever‐globalising world shaped by neoliberal values. In the field of education, standardisation and outcome‐based quality measures have become the norm. Teachers are held accountable through their students’ results, with their work subject to ongoing surveillance (performance‐based accountability). This has changed the nature of teachers’ tasks, and what it m…
Political science (5 works) · Public relations (4 works) · Accountability (3 works) · Autonomy (3 works) · Corporate governance (3 works) · Global Education and Multiculturalism (3 works) · Global Educational Policies and Reforms (3 works) · Public Administration (3 works) · Sociology (3 works) · Teacher Education and Leadership Studies (3 works)