References
- Apple, M. (2004). Creating difference: Neo-liberalism, neo-conservatism and the politics of educational reform. Educational Policy, 18(1), 12–44.
- Australian Council for Education Research. (2018). Literacy and numeracy test for initial teacher education students. Retrieved from: https://teacheredtest.acer.edu.au/faq/after-the-test.
- Australian Government Department of Education and Training. (2015). Action now: Classroom ready teachers. Canberra, Australia: Author. Retrieved from: https://docs.education.gov.au/system/files/doc/other/150212_ag_response_-_final.pdf.
- Australian Government Department of Education and Training. (2016). Quality schools, quality outcomes. Retrieved from: https://docs.education.gov.au/system/files/doc/other/quality_schools_acc.pdf.
- Australian Government Department of Education and Training. (2017). Literacy and numeracy test for initial teacher education students: Assessment framework. Retrieved from: https://teacheredtest.acer.edu.au/files/Literacy-and-Numeracy-Test-for-Initial-Teacher-Education-Students-Assessment-Framework.pdf.
- Australian Institute of Teaching and School Leadership. (2011). Accreditation of initial teacher education programs in Australia. Carlton South, Australia: Education Services Australia.
- Ball, S. (1993). What is policy? Texts, trajectories, and tool boxes. Discourse, 13(2), 10–17.
- Ball, S. (1997). Policy sociology and critical social research. British Educational Research Journal, 23(3), 257–274.
- Ball, S. (2013). The education debate (2nd ed.). Bristol, England: The Policy Place.
- Baroutsis, A., & Lingard, B. (2017). Counting and comparing school performance: An analysis of media coverage of PISA in Australia, 2000-2014. Journal of Education Policy, 31(4), 432–449.
- Barry, S. (2017). New teachers score 95 percent in skills test. Retrieved from: https://www.school-news.com.au/news/new-teachers-score-95-percent-in-skills-test/.
- Beeson, M., & Firth, A. (1998). Neoliberalism as a political rationality. Journal of Sociology, 34(3), 215–231.
- Bourke, T., Ryan, M., & Lloyd, M. (2016). The discursive positioning of graduating teachers in teacher education programs. Teaching and Teacher Education, 53(1), 1–9.
- Bowe, R., Ball, S., & Gold, A. (1992). Reforming education and changing schools. London, England: Routledge.
- Bowles, T., Hattie, J., Dinham, S., Scull, J., & Clinton, J. (2014). Proposing a comprehensive model for identifying teaching candidates. The Australian Educational Researcher, 41(4), 365–380. doi:https://doi.org/10.1007/s13384-014-0146-z.
- Cochran-Smith, M., Piazza, P., & Power, C. (2013). The politics of accountability. Education Forum, 77(1), 6–27.
- Comber, B., & Nixon, H. (2009). Teachers’ work and pedagogy in an era of accountability. Discourse, 30(3), 333–345.
- Connell, R. (2013). The neoliberal cascade and education. Critical Studies in Education, 54(2), 99–112.
- Connell, R., Fawcett, B., & Meagher, G. (2009). Neoliberalism, new public management and the human service professions. Journal of Sociology, 45(4), 331–338.
- Crawford-Garrett, K., & Thomas, M. (2018). Teacher education and the global impact of teach for all. Oxford Research Encyclopedia of Education. doi:https://doi.org/10.1093/acrefore/9780190264093.013.417.
- Cross, R. (2009). Literacy for all: Quality language education for few. Language and Education, 23(6), 509–522. doi:https://doi.org/10.1080/09500780902954224.
- Darling-Hammond, L. (2015). Can value-added add value to teacher evaluation? Educational Researcher, 44(2), 132–137.
- Davies, B., & Bansel, P. (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education, 20(3), 247–256.
- Davies, B., Gottsche, M., & Bansel, P. (2006). The rise and fall of the neo-liberal university. European Journal of Education, 41(2), 305–319.
- Dinham, S. (2013). Standards will slide while teacher education is used as a cash cow. Retrieved from: https://theconversation.com/standards-will-slide-while-teacher-education-is-used-as-a-cash-cow-11677.
- Fairclough, N., & Wodak, R. (1997). Critical discourse analysis. In T. A. van Dijk (Ed.), Discourse as social interaction (pp. 67–97). London, England: Sage.
- Gardner, P. (2017). NAPLAN: The writing is on the wall but who is actually reading it? English in Australia, 53(1), 15–23.
- Goldhaber, D., Cowen, J., & Theobald, R. (2017). Evaluating prospective teachers. Journal of Teacher Education, 68(4), 377–393.
- Goldhaber, D., & Hansen, M. (2010). Race, gender, and teacher testing. American Educational Research Journal, 47(1), 218–251.
- Gore, J., Barron, R., Holmes, K., & Smith, M. (2016). Who says we are not attracting the best and brightest? Australian Educational Researcher, 43(5), 527–549.
- Graham, A. (2013). Black teacher education candidates’ performance on Praxis I. Negro Educational Review, 64(1), 9–35.
- Ingvarson, L., Beavis, A., Danielson, C., Ellis, L., & Elliott, A. (2005). An evaluation of the bachelor of learning management at Central Queensland University. Melbourne, Australia: Australian Council for Educational Research.
- Ingvarson, L., Reid, K., Buckley, S., Kleinhenz, E., Masters, G., & Rowley, G. (2014). Best practice teacher education programs and Australia’s own programs. Melbourne, Australia: Australian Council for Educational Research.
- Joshee, R. (2007). Opportunities for social work. Journal of Environmental Administration and Foundations, 18(1–2), 171–199.
- Kleinhenz, E., & Ingvarson, L. (2006). Teacher accountability in Australia. Research Papers in Education, 19(1), 31–49.
- Klenowski, V. (2011). Assessment for learning in the accountability era. Studies in Educational Evaluation, 37(1), 78–83.
- Klopper, C., & Power, B. (2014). The casual approach to teacher education. Australian Journal of Teacher Education, 39(4), 100–114.
- Knott, M. (2016, September 1). ‘A total shambles’: New literacy and numeracy test for teachers frustrates students, educators. Sydney Morning Herald. Retrieved from: https://www.smh.com.au/politics/federal/a-total-shambles-new-literacy-and-numeracy-test-for-teachers-frustrates-students-educators-20160901-gr6hi7.html.
- Lall, M. (2007). A review of concepts from policy studies relevant for the analysis of EFA in developing countries. London, England: Institute of Education. Retrieved from: http://www.create-rpc.org/pdf_documents/PTA11.pdf.
- Lazarsfeld-Jensen, A., & Morgan, K. (2009). The vanishing idea of a scholarly life. Australian Universities’ Review, 51(2), 62–69.
- Lingard, B. (2010). Policy borrowing, policy learning. Critical Studies in Education, 51(2), 129–147.
- Lloyd, M. (2013). Troubled times in Australian teachereducation: 2012-2013 Final Report 2013 of the OLT National Teaching Fellowship Finding the balance: Managing synergies andtensions in whole – of course design. Sydney: Office for Learning and Teaching, Australian Government Department of Education.
- Lynch, D., & Smith, R. (2013). Teachers for the future. International Journal of Innovation, Creativity and Change, 1(1), 85–102.
- Madkins, T. (2011). The black teacher shortage. Journal of Negro Education, 80(3), 417–427.
- Marginson, S. (2002). Nation-building universities in a global environment. Higher Education, 43(3), 409–428.
- May, R., Peetz, D., & Strachan, G. (2013). The casual academic workforce and labour market segmentation in Australia. Labour and Industry, 23(3), 258–275.
- Melbourne Graduate School of Education. (2011). Submission to the productivity commission schools workforce study. Retrieved from: https://www.pc.gov.au/inquiries/completed/education-workforce-schools/submissions/sub038.pdf.
- Memory, D., Coleman, C., & Watkins, S. (2003). Possible tradeoffs in raising basic skills cutoff scores for teacher licensure. Journal of Teacher Education, 54(3), 217–227.
- Mendes, P. (2003). Australian neoliberal think tanks and the backlash against the welfare state. Australian Journal of Political Economy, 51(1), 29–56.
- Mockler, N. (2018). Early career teachers in Australia. Journal of Education Policy, 33(2), 262–278.
- Monash University (2018). Literacy and numeracy test for initial teacher education—FAQ. Retrieved from: https://www.monash.edu/education/students/courses/policies/lantite-faq.
- New South Wales Department of Education (2017). Literacy and numeracy strategy. Retrieved from: https://education.nsw.gov.au/literacy-and-numeracy-strategy/professionallearning/initial-teacher-education.
- O’Keeffe, L., O’Halloran, K., Wignell, P., & Tan, S. (2017). A linguistic analysis of the sample numeracy skills test items for pre-service teachers issued by the Australian Council for Educational Research. Australian Educational Researcher, 44(3), 233–253.
- Olssen, M., & Peters, M. (2005). Neoliberalism, higher education and the knowledge economy. Journal of Education Policy, 20(3), 313–345.
- Perry, E. (2011). Predictors of teacher candidates’ success on Praxis I: Academic skills assessment: The correlations between the SAT, HSGPA, and Praxis I: Pre- Professional Skills Test (PPST) (Doctoral dissertation). ProQuest Dissertations and Theses.
- Petchauer, E., & Baker-Doyle, K. (2016). Next thing you know, her hair turned green. Critical Studies in Education, 1–18. doi:https://doi.org/10.1080/17508487.2016.1234496.
- Reagan, E., Schram, T., McCurdy, K., Chang, T., & Evans, C. (2016). Politics of policy:. Education Policy Analysis Archives, 24(9), 1–27.
- Riddle, S. (2015, December 1). Testing teachers’ basic literacy and numeracy skills is pointless. Retrieved from: https://theconversation.com/testing-teachers-basic-literacy-and-numeracy-skills-is-pointless-51566.
- Rizvi, F., & Lingard, B. (2010). Globalizing education policy. London, UK: Routledge.
- Rowe, E., & Skourdoumbis, A. (2017). Calling for ‘urgent national action to improve the quality of initial teacher education. Journal of Education Policy, 1–17. doi:https://doi.org/10.1080/02680939.2017.1410577.
- Savage, G., & O’Connor, K. (2015). National agendas in global times. Journal of Education Policy, 30(5), 609–630.
- Sayed, Y., & Ahmed, R. (2015). Education quality, and teaching and learning in the post-2015 education agenda. International Journal of Educational Development, 40, 330–338.
- Scholes, L., Lampert, J., Burnett, B., Comber, B., & Hoff, L. (2017). The politics of quality teacher discourses. Australian Journal of Teacher Education, 42(4), 19–43.
- Sharp, L., & Richardson, T. (2001). Reflections on Foucauldian discourse analysis in planning environmental policy research. Journal of Environmental Policy and Planning, 3(3), 193–210.
- Sirotnik, K. (Ed.). (2004). Holding accountability accountable. New York, NY: Teachers College Press.
- Smith, R., & Lynch, D. (2010). Rethinking teacher education: Teacher education in a knowledge age. Sydney: AACLM Press.
- Strong, M. (2011). The highly qualified teacher. New York, NY: Teachers College Press.
- Taylor, S. (2004). Researching education policy and change in ‘new times.’. Journal of Education Policy, 19(4), 433–451.
- Teacher Education Ministerial Advisory Group. (2014). Action now: Classroom ready teachers. Retrieved from: https://docs.education.gov.au/system/files/doc/other/action_now_classroom_ready_teachers_accessible.pdf.
- Thomas, S. (2003). The trouble with our schools. Discourse, 24(1), 19–33.
- Ulmer, J. (2016). Re-framing teacher evaluation discourse in the media. Discourse, 37(1), 43–55.
- University of Queensland. (2016). UQ to pay teacher test fees for education students. Retrieved from https://www.uq.edu.au/news/article/2016/03/uq-pay-teacher-test-fees-educationstudents-0.
- van Gelderen, B. (2017). Growing our own: A ‘two way’ place-based approach to Indigenous initial teacher education in remote Northern Territory. Australian and International Journal of Rural Education, 27(1), 14–28.
- Walsh, J. (2011). Quantifying citizens: Neoliberal restructuring and immigrant selection in Canada and Australia. Citizenship Studies, 15(6–7), 861–879.
- Walsh, J. (2014). The marketization of multiculturalism. Ethnic and Racial Studies, 37(2), 280–301.
- Wilson, L. (2014, May 28). Teach for Australia program, which spends $150,000 to train high-achievers, fails to retain members. Retrieved from: http://www.news.com.au/national/teach-for-australia-program-which-spends-150000-to-train-highachievers-fails-to-retain-members/news-story/d5bfe3263933086e9cf028ed15ff60e1.
- Zyngier, D. (2016, January 23). Education: Unis treat teaching courses as a cash cow. The Age, Retrieved from: http://www.theage.com.au/comment/the-age-letters/education-unis-treat-teaching-courses-as-a-cash-cow-20160122-gmc0py.html.