[1] See jagodzinski, j, (ed). 2017. The Precarious Future of Education: Risk and Uncertainty in Ecology, Curriculum, Learning, and Technology. New York: Palgrave Macmillan.

[2] Ratner et al. (2019) Configuring the Teacher as Data-User: Public:Private Sector Mediations of National Test Data. Learning, Media and Technology, Volume 44(1), pages 22-35.

[3] Sellar, S., Thompson, G. and Rutkowski, D. (2017) The Global Education Race - Taking the Measure of PISA and International Testing. Edmonton: Brush Education.

[4] Sam Sellar and Bob Lingard (2013) The OECD and the Expansion of PISA - New Global Models of Governance in Education. British Education Research Journal, Volume 40(6), pages 917-936.

[5] Biesta, G. (2016) Giving teaching back to education: Responding to the disappearance of the teacher". Phenomenology & Practice, 6(2), 35-49.

[6] Giddens, A. (1999) The Third Way - The Renewal of Social Democracy. London: Polity.

[7] Barber, M., Rodriguez, N.C and Artis, E. (2015) Deliverology in Practice - How Education Leaders are Improving Student Outcomes. San Francisco: Corwin.

[8] Osborne, D. and Gaebler, T. (1992) Reinventing Government _ How the Entrepreneurial Spirit is Transforming the Public Sector. New York: Addison-Wesley.

[9] For a comprehensive review of this growing condition see Spooner, M., & McNinch, J. (Eds.) 2018. Dissident Knowledge in Higher Education. Regina: University of Regina Press.

[10] See Kinsler, J. (2012) Beyond Levels and Growth - Estimating Teacher Value-Added and its Persistence. Journal of Human Resources, Volume 47(3), pages 722-753.

[11] See http://hanushek.stanford.edu/sites/default/files/publications/Hanushek%202013%20Focus%2029%282%29.pdf

[12] See http://projects.latimes.com/value-added/faq/#what_is_value_added

[13] See https://www.tes.com/news/bullying-teachers-endemic-my-school?fbclid=IwAR1lqcrz7YYINQeBWjK2RWaqs5YxIuyLzhDc17DxrqUtIRkbcX94y5BIEPQ

[14] See https://www.theglobeandmail.com/news/national/half-of-ontario-teachers-are-bullied-study-says/article18253159/

[15] Servage, L. and Couture, J-C. Moral Distress in the Teaching Profession. Symposium-Panel "Conceptualizing Teachers' Mental Health". Canadian Society for Studies in Education. June 2, 2019.

[16] Alberta Teachers' Association. (2017). The Canadian School Leader: Global Forces and Future Prospects. Edmonton: Alta: Alberta Teachers' Association.

[17] Stelmach, B. (2019) Alberta School Leadership within the Teaching Profession - Seismic Shifts and Fault Lines: Experiencing The Highs, Lows and Shadows. Edmonton: Alberta Teachers' Association.

[18] Berliner, D. (2009) Are Teachers Responsible for the Low Achievement by Poor Students? Kapp Delta Pi, Fall. Available at https://pdfs.semanticscholar.org/cf2d/ee9e263b143ad4edf22800453d1293ec6e38.pdf

[19] Berliner, D. (2017) What the Numbers Really Tell Us About America's Public Schools. Washington Post, March 6th. Available at https://www.washingtonpost.com/news/answer-sheet/wp/2017/03/06/what-the-numbers-really-tell-us-about-americas-public-schools/

[20] Machin, S. and Vignoles, A. (2004) Educational Inequality: The Widening Socio-Economic Gap. Fiscal Studies, Volume 26(2), pages 107-128.

[21] Stiles, P. (2019). Disrupting Leadership - A Leadership of Disruption. Doctoral dissertation. University of Alberta, Edmonton, Canada.

[22] There are five levels of literacy used by OECD to analyze adult literacy skills

[23] For an example of a mobilization of the student voice see Stiles, J. and Couture, J-C (2017) More Than Your Evidence - An International Summit Ensuring a Great School for All. Iceland (mimeo). Available on request from Jean Stiles at the Centre for Futures Leadership.

[24] A number of soon to be published case studies of innovative international partnerships advancing this work is available upon request.