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1.
Damien Page 《教育政策杂志》2017,32(1):1-13
Just as surveillance in general has become more sophisticated, penetrative and ubiquitous, so has the surveillance of teachers. Enacted through an assemblage of strategies such as learning walks, parental networks, student voice and management information systems, the surveillance of teachers has proliferated as a means of managing the risks of school life, driven forward by neoliberal notions of quality and competition. However, where once the surveillance of teachers was panoptic, a means of detecting the truth of teaching behind fabrications, this article argues that surveillance within schools has become a simulation in Baudrillard’s terms, using models and codes such as the Teachers’ Standards and the Schools Inspection Handbook as predictors of future outcomes, simulating practice as a means of managing risk. And if surveillance in schools has become a simulation, then so perhaps has teaching itself, moving beyond a preoccupation with an essentialist truth of teaching to the hyperreality of normalised visibility and the simulation of teaching. This article argues that surveillance – including external agencies such as Ofsted – no longer exists to find the truth of teaching, the surveillance of teachers exists only to test the accuracy of the models and codes upon which the simulation is based. 相似文献
2.
Jane Perryman 《教育政策杂志》2013,28(2):147-161
This paper looks at Ofsted and particularly special measures regimes as part of a disciplinary mechanism. It examines issues such as school effectiveness theories, the increasing powers of Ofsted, and life under special measures and links it to performativity, discipline and surveillance using the metaphor of the panopticon. The change in teachers’ accountability is traced, along with the rise in the audit culture in teaching, and the increase in the power of Ofsted. The research context is a case study of a school over the period 1999–2003. During this time the school was placed into special measures and provided an opportunity to examine the effects of a key Government policy. The issues researched were Ofsted, special measures and the effects that these had on schools and teachers. The paper argues that a special measures regime is an example of panoptic discipline which I call panoptic performativity. The primary research is echoed by much of the existing research and first hand accounts of Ofsted inspections. I also locate special measures regimes in the context of Lyotard’s ‘performativity’, Foucault’s ‘normalization’, and the school effectiveness literature. 相似文献
3.
This article investigates how risk perception amongst teachers within an outdoor educational initiative, Forest School, both shape and are shaped by their understandings of childhood, pedagogy and their own professional identity. Drawing on a social constructionist perspective in theorising risk and childhood, the article argues that contemporary, hyper-sensitised concerns regarding children’s vulnerability emanate from both fears of the modern world, and the proclivity towards over-protection which these fears precipitate. Rather than treating this hyper-sensitivity as irrational or paranoid, the paper draws on socio-cultural theories and qualitative methods to interrogate how risk is perceived, managed and performed by teachers within an initiative which aims to reintroduce risk into children’s lives. The research found that while these teachers’ motivations to participate in Forest School were derived from a desire to expose children to formative risk-taking in the outdoors, the hegemonic cultural and institutional risk aversion which they were attempting to counter, aligned with their contested occupational identity, created tensions in how they managed and performed risk which militated against the full realisation of a Forest School pedagogy. 相似文献
4.
Education reform in England has seen many policies and initiatives introduced by central government. This article discusses two such policies, performativity and creativity. Performativity has been central to the government's agenda of raising standards and includes monitoring mechanisms such as Office for Standards in Education (Ofsted) inspections, performance management and school league tables, all of which are used to measure or judge the value or worth of a school or individual teacher. At the same time as policies on performativity have been implemented, policy makers have introduced a number of policies to encourage creativity in education. This article foregrounds teachers of design and technology (D&T) at secondary level (11–16 years), describing how they struggled to implement both strategies. Teachers valued creativity and thought it was an important part of the subject, but the pressure to be seen to be performing and getting favourable positions in school league tables and Ofsted inspections meant the teaching of D&T became rather formulaic, which allowed very little opportunity for creative learning. Individual interviews were conducted with 14 D&T teachers across six schools and an open‐ended email survey was conducted with a further 17 D&T teachers from 15 schools during the preliminary phase of a research and intervention project. In addition, 69 D&T teachers across eight schools completed a questionnaire at the start of the main intervention period. Data from 126 student interviews across six schools are used to support the teacher data outlined above. 相似文献
5.
Cultures of performativity in English primary schools refer to systems and relationships of: target‐setting; Ofsted inspections; school league tables constructed from pupil test scores; performance management; performance related pay; threshold assessment; and advanced skills teachers. Systems which demand that teachers ‘perform’ and in which individuals are made accountable. These policy measures, introduced to improve levels of achievement and increased international economic competitiveness, have, potentially, profound implications for the meaning and experience of primary teachers’ work; their identities; their commitment to teaching; and how they view their careers. At the same time as policies of performativity are being implemented there is now increasing advocacy for the adoption and advancement of ‘creativity’ policies within primary education. These major developments are being introduced in the context of a wide range of social/educational policies also aimed at the introduction of creativity initiatives into schools and teaching. This complex policy context has major implications for the implementation process and also primary teachers’ work and how they experience it. The ethnographic research reported in this article has been conducted over a school year in six English primary schools in order to analyse the effects of creativity and performativity policy initiatives at the implementation stage. The article concludes by arguing that in the schools of our research the drive to raise pupil test scores involves both performative and creative strategies and that this critical mediation goes beyond amelioration toward a more complex view of professional practice. Implementing creativity and performativity policies provided important contextual influencing factors on teacher commitment. These were: curriculum coverage and task completion; and providing psychic rewards of teaching. 相似文献
6.
Jane Perryman Meg Maguire Annette Braun Stephen Ball 《British Journal of Educational Studies》2018,66(2):145-163
This paper asks the question: to what extent do inspection regimes, particularly the Office for Standards in Education (Ofsted), influence the work of a school, and how might that influence be conceptualised? It draws on an ESRC-funded study of ‘policy enactments in secondary schools’, which was based on case-study work in four ‘ordinary’ schools. Here the data set is re-examined to understand the extent to which Ofsted had an ongoing influence on the work of the leadership, management and teachers in these schools. We undertook a process of secondary analysis of the data from the project and found that the influence of the inspection agenda was strong in the schools, policy decisions were often being made to conform to Ofsted’s expectations and the influence on leadership and management was clearly apparent. In resisting this agenda we also found that schools to some extent performed ‘the good school’ for inspections. Finally, we relate this empirical evidence to conceptions of governmentality and post-panopticism to shed new light on their theoretical relevance to contemporary inspection regimes. 相似文献
7.
Stephen J. Ball 《British Journal of Sociology of Education》1997,18(3):317-336
This paper, drawn from an ESRC‐funded research project, deploys data from one secondary school to raise some general issues about the development of disciplinary technologies of surveillance and uses of performativity in education. It is argued that the use of Total Quality Management, School Development Planning and Ofsted (The Office for Standards in Education) Inspections, individually and collectively produce an intensification of teachers’ work, submit teachers more directly to the ‘gaze’ of policy, and encourage schools and teachers to ‘fabricate’ themselves for the purposes of evaluation and comparison. The paper is premised on the argument that schools cannot be represented adequately within research (or evaluation) by simple stories or single essentialising tags; ‘good/bad’, ‘successful/failing’ ‐‐ they are inherently paradoxical institutions. 相似文献
8.
9.
The issue of whether trainee teachers in the post-16 sector should have their classroom practice graded has been debated for a number of years. The case for training courses retaining an emphasis on written and verbal ‘developmental’ feedback at the expense of ‘judgements’ appears to be lost. This article is set within the context of an ever-growing culture of performativity in English further education colleges, where grading is regarded as an essential requirement to ensure high quality teaching. Tensions are explored between stakeholders who call for graded observations of trainees’ classroom performance (e.g. Ofsted and FEC quality assurance managers), and classroom-based trainers and researchers who argue that grading is too judgemental and compromises the formative and developmental progress of trainees. The rationale for trainee teachers to have their classroom practice graded is contrasted with evidence that highlights the negative results of grading. This article reports findings from the evaluation of an innovative, alternative strategy that addresses Ofsted’s central requirement for trainees to know ‘where they are’ in their development by offering a middle way between grading and not grading trainees’ classroom performance. 相似文献
10.
This paper argues the importance of moving beyond the state of affairs that makes victims either of children or of teachers by exploring the conditions of possibility for the idea of a victimless school. The argument is developed drawing data from a study being conducted by the authors into the impact of risk management on teacher work and identity in a number of Australian primary schools (McWilliam, Singh & Sachs, 2002 Managing Risk in Primary Schools: Teachers professional Identity and Work Practices, ARC Discovery Project Funded by the Australian Research Council). The argument put is that risk minimisation as a system of management and surveillance (including self-surveillance) is producing some effects (whether intended or not) that are counterproductive for teachers and, indeed, for children, the very group they are purported to protect. In order to counter the more pernicious effects of this logic, teachers need actively to engage in seeking ways to optimise child protection and staff protection simultaneously. 相似文献
11.
Creating an Ofsted story: the role of early years assessment data in schools’ narratives of progress
This paper explores the growing importance of measures of progress in judgements of schools’ effectiveness in England, with a focus on the role of the early years (settings for children aged 2–5) in providing data for these measures. Qualitative data from a research project involving three diverse school-based and pre-compulsory early years settings are used to explore how teachers and school leaders prioritise the collection of data in their every-day practice, in order to show how children make continual progress. The need for a narrative of progress as children move up through the primary school, an ‘Ofsted story’ for the school inspection service, is discussed alongside recent policy which requires a ‘baseline’ assessment at age four. We argue that there is a reification of progress in schools and early years settings, and that this changes the status of early years within the sector. 相似文献
12.
Mary Renck Jalongo 《Early Childhood Education Journal》2008,36(1):39-45
Although it is commonplace for early childhood educators to include a theme or unit on pets, opportunities to incorporate
safety goals frequently are overlooked. Approximately 400,000 incidents of dog bites to children are documented in the United
States annually and this estimate may be low, due to the fact that not all injuries are reported. Young children are the group
at highest risk of sustaining dog bites. Due to the child’s smaller stature, these bites are more likely to be severe or disfiguring.
Yet research from various disciplines supports that many of dog bite injuries to children are preventable with education and
even brief interventions appear to be effective. This article offers research-based, developmentally appropriate strategies
as well as a wide array of free or inexpensive resources that teachers can use to coach children in ways of interacting more
safely with dogs. By making health and safety concerns a key component of themes or units about pets, teachers not only improve
the curriculum but also make an important contribution to young children’s well-being. 相似文献
13.
《Ethnography and Education》2013,8(2):213-228
This article explores the approaches to risk that some teachers adopt when they are involved in facilitating outdoor activities. The research was carried out at a residential outdoor centre as part of a PhD study and a follow-up pilot project. The participants were primary school pupils, their teachers and the centre staff. For the purpose of this article, the term ‘teacher’ is used to refer to both visiting teachers accompanying the school groups and the centre staff. This research was eclectic. It took an ethnographic approach using participant observation and semi-structured interviews to collect a variety of data. Ethnography was considered as the most appropriate for this research because it puts an emphasis on understanding the perceptions and cultures of the people and organisations studied. The findings of the research have shown that, on occasion, teachers take a controlling approach when facilitating outdoor activities in order to manage the perceived risk of being in the outdoors. This tended to result in the disempowerment of the children and put the teachers in a position of power, which had serious implications for the pupils’ learning experience. By giving the children specific instructions, and mainly focusing on maintaining discipline during the activities, teachers do not allow their pupils to workout how to deal with risk. The article argues that this had a negative impact on the educational process by taking away opportunities for learning from the children. 相似文献
14.
This paper reports on research into how effective non‐statutory guidance has been in managing the primary science curriculum in England. A small‐scale qualitative study was used to elicit the views of teachers, local education authority advisors, an Ofsted inspector and a policy‐maker. The findings indicate that the guidance is influencing the management of primary science teaching at both national and local level. The use of this guidance has been supported nationally and individual schools have found it supportive. The effect of this policy on pupil learning has still to be investigated by further classroom observational studies. It is also hypothesised that the long‐term effect of this guidance could be stagnation and a lack of creativity and this needs further study. Has this guidance reached the end of its useful life? Does it need replacing or are primary science teachers now in a position of not needing such support? 相似文献
15.
Shantá R. Robinson 《International Studies in Sociology of Education》2013,23(4):375-382
AbstractTeachers in England have always been watched; only more recently have they been surveilled, with senior leaders, peers, students and stakeholders all collecting performance data. Yet surveillance in schools and colleges increasingly relies on watching the self, with teachers voluntarily participating in their own surveillance, making their practice visible for easy consumption by interested parties. This article builds on previous work on the surveillance of teachers to argue that this ‘conspicuous practice’ represents a convergence of surveillance and consumerism, with teachers being recreated as commodities and their own marketing agent, embodying the entrepreneurial self to maximise employability. Through social media such as Twitter and LinkedIn to exploiting open plan learning spaces, teachers engage in conspicuous practice for three main reasons: from fear, to avoid sanction; as a result of acculturation into commodified environments; as a means of routine resistance, employing the dramaturgical self for personal gain, to avoid work or re-appropriate professionalism. 相似文献
16.
于淑贞 《黑龙江教育学院学报》2014,(2):36-37,47
社会的快速发展,对现代教师的要求在不断提高。现代教师不但要有先进的教育理念、扎实的专业知识、灵活的专业技能,还要有良好的外在形象。基于此,通过分析幼儿心中好教师的特点,结合当前幼儿教师素质的现状,提出提高幼儿教师素质的具体策略,从而使幼儿教师真正成为幼儿心中的好教师。 相似文献
17.
Primary teaching Initial Teacher Training courses across the UK have been under pressure from central government, Ofsted and the media to recruit more male students to their courses with the aim of increasing the proportion of males in the primary teaching workforce. This is because increasing the number of male role models in primary schools has been mooted as the solution to boys’ underachievement, especially in reading and writing. There is, however, little evidence showing any correlation between boys’ educational outcomes and the number of male primary teachers in schools. The purpose of the project reported in this paper was to ascertain the beliefs of the future primary school workforce about this focus on the need for male role models in schools. A mixed-methods approach was employed: 120 male and female primary trainees were surveyed and a further 48 took part in group interviews, all of whom were based in an Initial Teacher Training department in a university in North West England. Results indicated that although aspiring teachers felt that males and females could make equally good role models for children their personal value systems perpetuated the myth that boys need male role models to achieve better educational outcomes. 相似文献
18.
Evidence suggests (Ofsted, 2007) that the role of the Subject Leader is crucial in how well poetry is taught in schools. This paper attempts to provide some insights on “what it is like” to coordinate poetry teaching in a primary school. Some of the data confirm elements of the findings from earlier research on the state of poetry in schools, particularly concerning space in the curriculum, teacher subject knowledge and personal interest in poetry. However, we attempt to show that, much to the surprise of some of the Subject Leaders, where poetry teaching in the participants’ schools was perceived to be successful it was often nourished by the combined enthusiasm and ‘zeal’ of the teachers and children experiencing poetry together, which in turn was maintained by an empowering synergy of professional/personal pleasure and engagement with poetic texts experienced by some of the teachers while in school. 相似文献
19.
A Comparison between Inspection Reports on the Management of School Attendance Throughout the Education Service 总被引：2，自引：0，他引：2
Ken Reid 《Pastoral Care in Education》2005,23(4):31-41
This is the first article to compare and contrast the outcomes of Office for Standards in Education (Ofsted) reports on the management of school attendance issues in primary and secondary schools, out-of-school and local education authorities (LEA) provision. The findings indicate that schools and LEAs are judged using very strict criteria based on a school's or LEA's authorized or unauthorized rates of attendance, which are then compared with national norms, targets and Ofsted criteria. By contrast, out-of-school providers, often pupil referral units (PRUs), are given much more latitude despite their more obvious and serious attendance difficulties. This paper presents an insight into the reasons given by Ofsted inspectors for making either their positive or negative judgements on schools', PRUs' or LEAs' performances on the management of their attendance agenda. The implications of these findings are considered and conclusions drawn based on the evidence. Further research will be necessary to compare the findings in this paper with subsequent outcomes given the proposed changes with Ofsted's methodology and criteria for conducting its future inspections. 相似文献
20.
《Support for Learning》2004,19(3):114-118
In this article, Julia Ipgrave takes the idea of inclusion beyond the field of special educational needs to incorporate the needs of children with different faith backgrounds in the religious education (RE) class. She recommends that teachers respect the integrity of their pupils' faith backgrounds by making room for the children's own experiences and perspectives on the traditions to which they belong. Suggestions are made as to how to give equal value to the different faith and non‐faith backgrounds of children in Religious Education lessons. As well as feeling valued, pupils also need to feel safe. The article argues that the children's interests are best served, not by avoiding sensitive and controversial areas of religion, but by establishing a framework of openness and respect within which children can express their views with confidence, differences can meet and pupils and teachers listen to and learn from each other. 相似文献