Countering Expert Uncertainty: Rhetorical Strategies from the Case of Value-Added Modeling in Teacher Evaluation

Autor/in	Tobiason, Glory
Titel	Countering Expert Uncertainty: Rhetorical Strategies from the Case of Value-Added Modeling in Teacher Evaluation
Quelle	In: Minerva: A Review of Science, Learning and Policy, 57 (2019) 1, S.109-126 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tobiason, Glory)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-4695
DOI	10.1007/s11024-018-9359-z
Schlagwörter	Value Added Models; Teacher Evaluation; Rhetoric; Policy; Expertise; Speeches; Persuasive Discourse + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Rhetorik; Politik; Expert appraisal; Persuasion; Persuasive Kommunikation
Abstract	This study investigates how uncertainty works in science policy debates by considering an unusual case: one in which uncertainty-based arguments for delay come from the scientific community, rather than industry actors. The case I present is the central use of value-added modeling (VAM) in the evaluation of individual teachers, a controversial trend in education reform. In order to understand how policy actors might counter inconvenient statements of uncertainty from experts, I analyze speeches from Education Secretary Arne Duncan, a committed and influential advocate of VAM. I identify a three-part rhetorical tactic, the "Overcaution Allegation," and describe its persuasive potential to legitimize policies that elicit caution from the scientific community because they are built on uncertain science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01