References
- Adler-Kassner, L., & Harrington, S. (2010). Responsibility and composition’s future in the twenty-first century: Reframing ‘accountability’. College Composition and Communication, 62, 73–99 . Retrieved September 10, 2010.
- Anderson, G. L. (2009). Advocacy leadership: Toward a post-reform agenda in education. New York, NY: Routledge.
- Anderson, G. L., & Grinberg, J. (1998). Educational administration as a disciplinary practice: Appropriating Foucault’s view of power, discourse, and method. Educational Administration Quarterly, 34, 329–353. doi:10.1177/0013161X98034003004.
- Apple, M. W. (2000). Can critical pedagogies interrupt rightist policies? Educational Theory, 50, 229–253 . Retrieved from Proquest.
- Apple, M. W. (2001). Comparing neo-liberal projects and inequality in education. Comparative Education, 37, 409–423. doi:10.1080/03050060120091229.
- Ball, S. J. (2001). Performativities and fabrications in the education economy: Towards the performative society. In D. Gleeson, & C. Husbands (Eds.), The performing school: Managing, teaching, and learning in a performance culture (pp. 210–226). London: Routledge/Falmer.
- Ball, S. J. (2004, June 17). Education for sale! The commodification of everything? Lecture presented at King’s Annual Education Lecture, University of London, London. Retrieved September 1, 2011, from nepc.colorado.edu/files/CERU-0410-253-OWI.pdf
- Ball, S. J. (2012). Foucault, power, and education. New York, NY: Routledge.
- Ball, S. J., & Olmedo, A. (2013). Care of the self, resistance and subjectivity under neoliberal governmentalities. Critical Studies in Education, 54, 85–96.
- Bogler, R. (2001). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly, 37, 662–683. doi:10.1177/00131610121969460.
- Booher-Jennings, J. (2006). Rationing education in an era of accountability. Phi Delta Kappan, 87, 756–761 . Retrieved January 29, 2011, from Proquest.
- Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage.
- Contracts & Procurement. (n.d.). Partnership for assessment of readiness for college and careers. Retrieved from http://www.parcconline.org/Procurement
- Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed method approaches (2nd ed.). Thousand Oaks, CA: Sage.
- Cullen, J. B. & Reback, R. (2006). Tinkering toward accolades: School gaming under a performance accountability system. The National Bureau of Economic Research. Retrieved from http://www.nber.org/papers/w12286
- Darling-Hammond, L. (2007). Race, inequality and educational accountability: The irony of ‘No child left behind’. Race Ethnicity and Education, 10, 245–260. doi:10.1080/13613320701503207.
- Demoss, K. (2002). Leadership styles and high-stakes testing: Principals make a difference. Education and Urban Society, 35, 111–132. doi:10.1177/001312402237217.
- Diamond, J. B., & Spillane, J. P. (2004). High-stakes accountability in urban elementary schools: Challenging or reproducing inequality? Teachers College Record, 106, 1145–1176. doi:10.1111/j.1467-9620.2004.00375.x.
- Dworkin, A. G. (2005). The No Child Left Behind Act: Accountability, high-stakes testing, and roles for sociologists. Sociology of Education, 78, 170–174 . Retrieved from JSTOR.
- Elliot, J. (2001). Characteristics of performative cultures: Their central paradoxes and limitations as resources for educational reform. In D. Gleeson, & C. Husbands (Eds.), The performing school: Managing, teaching, and learning in a performance culture (pp. 154–168). London: Routledge/Falmer.
- Evaluation Instrument Providers: Approved List and RFQ Process. (n.d.). Evaluation instrument providers: Approved list and RFQ process. Retrieved from http://www.nj.gov/education/EE4NJ/providers/
- Foucault, M. (1980). In C. Gordon (Ed.), Power/knowledge: Selected interviews and other writings, 1972–1977. New York, NY: Pantheon Books.
- Foucault, M. (1990). The history of sexuality. New York, NY: Vintage Books.
- Foucault, M. (1995). Discipline and punish: The birth of the prison. New York, NY: Vintage Books.
- Gleeson, D., & Gunter, H. (2001). The performing school and the modernisation of teachers. In D. Gleeson, & C. Husbands (Eds.), The performing school: Managing, teaching, and learning in a performance culture (pp. 139–158). London: Routledge/Falmer.
- Guthrie, J. W., & Springer, M. G. (2004). A nation at risk revisited: Did ‘wrong’ reasoning result in ‘right’ results? At what cost? Peabody Journal of Education, 79, 7–35. doi:10.1207/s15327930pje7901_2.
- Kickert, W. (1995). Steering at a distance: A new paradigm of public governance in Dutch higher education. Governance, 8, 135–157. doi:10.1111/j.1468-0491.1995.tb00202.x.
- Ladd, H. F., & Zelli, A. (2002). School-based accountability in North Carolina: The responses of school principals. Educational Administration Quarterly, 38, 494–529. doi:10.1177/001316102237670.
- Leithwood, K., Steinbach, R., & Jantzi, D. (2002). School leadership and teachers’ motivation to implement accountability policies. Educational Administration Quarterly, 38, 94–119. doi:10.1177/0013161X02381005.
- Lubienski, C. (2005). Public schools in marketized environments: Shifting incentives and unintended consequences of competition-based educational reforms. American Journal of Education, 111, 464–486. doi:10.1086/431180.
- Lyotard, J. (1984). The postmodern condition: A report on knowledge. Minneapolis: University of Minnesota Press.
- MacNeil, A., Prater, D., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12, 73–84. doi:10.1080/13603120701576241.
- Niesche, R. (2010). Discipline through documentation: A form of governmentality for school principals. International Journal of Leadership in Education, 13, 249–263. doi:10.1080/13603121003692967.
- Niesche, R. (2013). Foucault, counter-conduct and school leadership as a form of political subjectivity. Journal of Educational Administration and History, 45, 144–158.
- Niesz, T. (2010). ‘That school had become all about show’: Image making and the ironies of constructing a good urban school. Urban Education, 45, 371–393.
- NJ Department of Education District Factor Groups (DFG) for School Districts. (n.d.). NJ department of education district factor groups (DFG) for school districts. Retrieved from http://www.state.nj.us/education/finance/sf/dfgdesc.shtml
- No Child Left Behind, H.R. 1, 107th Cong., U.S. Dept. of Education (2001) (enacted).
- Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.
- Race to the Top. (n.d.). The White House. Retrieved from http://www.whitehouse.gov/issues/education/k-12/race-to-the-top
- Reed, C. J., McDonough, S., Ross, M., & Robichaux, R. (2001). Principals’ perceptions of the impact of high stakes testing on empowerment. Annual Meeting of the American Educational Research Association, Seattle, WA, pp. 1–26.
- Sergiovanni, T. J. (2000). The lifeworld of leadership: Creating culture, community, and personal meaning in our schools. San Francisco, NC: Jossey-Bass.
- Smyth, J. (2001). A culture of teaching ‘under new management’. In D. Gleeson, & C. Husbands (Eds.), The performing school: Managing, teaching, and learning in a performance culture (pp. 118–136). London: Routledge/Falmer.
- Ylimaki, R. M. (2011). Curriculum leadership in a conservative era. Educational Administration Quarterly, 48, 304–346. doi:10.1177/0013161X11427393.
- Zhao, Y. (2010, May 23). Mass localism: How might the race to the top money be better spent? Yong Zhao. Retrieved July 26, 2011, from http://zhaolearning.com/2010/05/23/mass-localism-how-might-the-race-to-the-top-money-be-better-spent/
- Zhao, Y. (2012). World class learners: Educating creative and entrepreneurial students. Thousand Oaks, CA: Corwin Press.