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1.
‘Societal culture’ in Singapore can be understood as an evolving mix of ‘traditional’ and ‘modernizing’ cultural strands, complexly related to dominant political and economic processes and aligned in the pursuit of a wider national vision. Following the mid-80s economic slowdown, there was a major realignment in these cultural strands that resulted in a process of decentralization of the education system, and a rethinking of the principal's role. Though the immediate effect of this was the creation of independent and autonomous schools, a space for autonomous action was opened up generally for school principals who were willing and able to seize the opportunity. We draw on two case studies of improving Singapore secondary schools to explore the links between societal culture, school leadership and school improvement. We argue that although both of the case study principals appropriated aspects of societal culture as part of their improvement strategies, it was the nature of the appropriation that made the schools and leadership styles distinctive. 相似文献
2.
Meghan Stacey 《Critical Studies in Education》2016,57(2):209-223
This article reports the findings of a study on the nature of parent–school engagement at an academically selective public high school in New South Wales, Australia. Such research is pertinent given recent policies of ‘choice’ and decentralization, making a study of local stakeholders timely. The research comprised a set of interviews with parents and teachers (n = 15), through which parents – all members of the school’s Parents’ and Citizens’ group – theorized and explained their involvement with the school, and teachers spoke about their views on this involvement. Results are organized around three themes: ‘how parents worked to nurture their children’s schooling’, ‘reasons behind parents’ involvement with the school’, and ‘communication and use of parental resources by the school’. Overall it was found that while parents were making significant efforts to involve themselves in the education of their children and with the school more broadly, the reasons for their involvement were not always consistent, but instead revealed a range of motivations for and conceptions of parents’ roles within schools, which at times were at odds with the teachers’. Through this, the study contributes to our understanding of middle-class parent engagement at an unusual and particular type of school. 相似文献
3.
Steven Lewis 《教育政策杂志》2017,32(3):281-302
This paper explores Programme for International Student Assessment (PISA) for Schools, a local variant of the Organisation for Economic Cooperation and Development (OECD’s) influential PISA that not only assesses an individual school’s performance in reading, mathematics and science against international schooling systems, but also promotes 17 identical examples of ‘best practice’ from ‘world class’ schooling systems (e.g. Shanghai-China, Singapore). Informed by 33 semi-structured interviews with actors across the PISA for Schools policy cycle, and supplemented by the analysis of relevant documents, the paper provides an account of how these concrete examples of best practice are represented in the report received by participating schools. Drawing upon thinking around processes of commensuration and the notion of ‘governing by examples’, the paper argues that PISA for Schools discursively positions participating schools as somehow being commensurable with successful schooling systems, eliding any sense that certain cultural and historical factors – or ‘out of school’ factors – are inexorably linked to student performance. Beyond encouraging the problematic school-level borrowing of policies and practices from contextually distinct schooling systems, I argue that this positions the OECD as both the global expert on education policy and now, with PISA for Schools, the local expert on ‘what works’. 相似文献
4.
Neil Selwyn 《History of education》2013,42(5):638-658
This paper examines the emergence of schools ‘micro-computing’ in the UK between 1977 and 1984 – a period of significant educational, technological and political change. During this time, computing developed rapidly from a niche activity in a few select schools to the state subsidized purchasing of a ‘computer in every school’ and the nationwide promotion of computers as a feature of curriculum and pedagogy. Through a series of in-depth retrospective interviews with key policy actors (n=20) this paper develops a detailed ‘policy historiography’ of this period - shedding light on the complex power relations and interests that underpinned these developments. In particular, the paper highlights the origins of these policy interventions in earlier activities, and examines the negotiations and conflicts between and within the two government departments involved in the mass introduction of computing into the UK school system. 相似文献
5.
Hyejin Kim 《Globalisation, Societies & Education》2019,17(3):310-323
Across Asia, the international school scene has experienced marketisation and corporatisation. A consequence is that many wealthier families – outside of expatriate communities – view international schools as a desirable choice, and they seek ways to enrol their children in international schools. States have responded to this situation through policies that manage the boundaries between public or national school systems and international schools. States have made compromises in their international school policies – compromises that allow markets to creep into the broader education systems. This mode of market creation is subtle: Neither families nor state agents advocate for ‘choice’ as a value, nor are there public discourses around international schools in the region celebrating ‘choice’ in education. The compromises made in international school policy relate to whole education systems and have implications for inequality, citizenship, and national identity. 相似文献
6.
Neil Selwyn 《Cambridge Journal of Education》2011,41(4):473-488
Schools have long made use of digital technologies to support the co-ordination of management and administrative processes – not least ‘management information systems’, ‘virtual learning environments’ and other ‘institutional technologies’. The last five years have seen the convergence of these technologies into integrated rather than separate systems – thereby allowing institutionally-related data, resources and other services to be accessed and used by school leaders, administrators, teachers, students and parents. Many commentators see the supposedly ‘open’ nature of these integrated systems as somehow democratising and decentralising the organisation of schools. However, this paper offers a detailed account of how the social relations of schools and schooling shape and bound the use of institutional technologies. Drawing on interview data from twelve ‘early adopting’ schools in England, the paper discusses how the implementation of integrated institutional technology systems is shaped by a set of organisational, bureaucratic and disciplinary concerns. In particular, the paper illustrates how these technologies strengthen existing ‘top down’ patterns of social power and control through a series of data-driven processes. The paper therefore considers how the systems are used to reinforce a wider ‘conservative modernisation’ of schools – intensifying the managerial control of curricula, the standardisation of labour processes and the accountability of educational practices. 相似文献
7.
Simone Smala Jesus Bergas Paz Bob Lingard 《British Journal of Sociology of Education》2013,34(3):373-391
This paper argues that languages, increasingly marginalised in schools in English-speaking countries, are gaining ‘elitist’ ground as part of the ‘value-added’ marketisation of schools and parents’ desire for their children to gain ‘positional goods’ through schooling. In arguing our case, the paper draws on survey and other data derived from second-language immersion programmes in two Queensland secondary schools, where key learning areas such as mathematics and science are taught through the medium of another language. As a corollary, we also argue that some schools – in our case, government schools – are using their immersion programmes as markers of distinction in a period of post-comprehensive schooling and emerging school markets, which includes both government and non-government schools. There is also a global policy context to such programmes in respect of countries such as Spain, China and Germany supporting the teaching of their respective languages in nations around the world. 相似文献
8.
Sarah Sahrakhiz 《Education 3-13》2018,46(7):825-837
This paper focuses on school improvement processes in the context of weekly curricular-based teaching and learning activities outside the classroom – known as Draußenschule or ‘outdoor school’ – in three German primary schools. Qualitative interviews were conducted with three teachers two years after implementing the ‘outdoor school’. The teachers’ experiences show that the implementation and (ongoing) development of an outdoor school affects (1) teaching as such; (2) the school staff, and (3) the entire school as an organisation. The three areas are interlinked in different ways and the school improvement process cannot be approached from the perspective of any one area alone. 相似文献
9.
National education policy in England under New Labour Governments has encompassed both a ‘standards agenda’ and an ‘inclusion agenda’, with schools required to respond to both simultaneously. Some previous studies have seen these agendas as contradictory and have seen schools' efforts to develop inclusive practices as being undermined by these contradictions. This paper questions this account with reference to a primary school participating in a collaborative action research project which aimed to develop inclusive practices in schools. It shows how the school, far from finding these agendas contradictory, drew on both in making sense of its situation. It argues that the development of inclusive practices may draw on national policy as a productive resource, and suggests that inclusion scholars and advocates may need to refocus their work if they are to offer such schools alternatives to the formulations of national policy. 相似文献
10.
Joan G. Mowat 《School Leadership & Management》2019,39(1):48-75
This conceptual paper provides a critical analysis of the current convergence of major policy initiatives in Scotland to improve learning and teaching, promote greater equity and close the attainment gap through systems level leadership and change. It is neither an empirical study nor a literature review but synthesises across a range of fields – social justice, poverty, social mobility, school improvement, leadership and policy – in order to cast light on the problem and to inform public policy and practice. However system level leadership is not unproblematic, with, as argued by Boylan, the terms system and leadership seen as malleable concepts, nor can it be seen as a panacea for all ills. The paper argues that educational policy needs to be seen as residing within wider social policy. Without recourse to addressing systemic inequalities in society and building the infrastructure and support structures around schools, schools, on their own, are unlikely to rise to the challenge. The paper argues for a melding of distributive leadership (with emancipatory intent and purpose) with systems leadership, characterised by meaningful collaboration and partnerships from ‘within – to between – and beyond’ schools (as suggested by Chapman), imbued with moral purpose. 相似文献
11.
Learning from warthogs and oxpeckers: promoting mutualism in school and university research partnerships 总被引：2，自引：1，他引：1
In this article it is argued that metaphors can be useful in explaining the ways academics and teachers can work inter-dependently, using action research, to achieve different, but mutually beneficial outcomes. The authors explore several metaphors used by other writers to capture some of the essential characteristics of research partnerships, while playfully advancing their own biological metaphor of mutualism to emphasise the importance of inter-dependence and reciprocity in collaborative partnerships. They then draw on their experiences working in several major Australian projects, which employed collaborative action research as a reform mechanism. They discuss – with separate school and university (voices) – three issues that have emerged from their participation in these projects; the difficulties of establishing mutually beneficial partnerships, the different cultures of universities and schools, and using action research as a school reform process. The authors' reason for highlighting these issues is to demonstrate that participants' perceptions of project events and processes differ, and that perspective taking – being able to ‘see’ others' points of view – is a key component of collaborative work. 相似文献
12.
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
13.
Education reforms in England are increasingly justified by borrowing ‘best practices’ of high-performing East Asian societies, including Hong Kong, Singapore and Shanghai. However, taking the reforms of school accountability as an illustrative example, this article argues that there are serious variations between England and its East Asian sources of ‘borrowing’ with regard to the ways in which schools are held to be accountable. How school accountability is organised and operationalised in practice deeply depends on socio-political priorities of each society. Therefore, education policy borrowing from East Asia to England is potentially extremely difficult. Furthermore, this article remains alert to the possibility that the claim (about improving the education system in England through imitating East Asian models) is symbolic rather than practical – symbolic in the sense of producing legitimacy for pre-existing policy agendas. 相似文献
14.
Alarmed by declining enrolment in government schools and potentially adverse academic, administrative and fiscal consequences associated with it, policy makers in India have initiated experimenting with closure of government schools with low enrolments (‘small’ schools), an exercise commonly referred to as ‘school rationalisation’. However, the impact of this policy on access to schooling and learning remains empirically unexplored. Utilising ASER 2014 data, this paper asks three key questions: (a) what are the characteristics of villages in which ‘small’ schools are located?, (b) what options would students have if ‘small schools’ were to be closed, and finally (c) what are the differences in characteristics of ‘small’ and non-‘small’ schools? Results indicate that the villages which have ‘small’ schools are more disadvantaged in terms of essential public services such as all-weather roads leading to village, availability of government health facilities or banks and post offices. Additionally, these villages are less likely to have an alternative to the ‘small’ school, either government or private. Results also show that ‘small schools’ are much more likely to have multi-grade teaching. They are less likely to have basic infrastructural facilities. Interestingly, learning levels are unlikely to be different in ‘small’ schools than non- ‘small’ schools even after controlling for child, household and village attributes. Thus, the analysis suggests that school rationalisation can potentially have severe consequences on children’s access to schools without any meaningful impact on learning levels in a ‘business as usual’ scenario. 相似文献
15.
John Benedicto Krejsler 《教育政策杂志》2021,36(1):24-43
ABSTRACT Since the 1990s, European school policy has been steered by management dreams that systematic monitoring and assessment would guide schools and society toward a future of greater quality, efficiency, and growth. This article, drawing on Jean Baudrillard, explores whether it makes sense to rearticulate this dream of optimization by assessment in terms of a ‘grand simulation’ that brings into circulation a play of signs in terms of global quantifiable comparability supported by the aura of objectivity, statistics and big data. Does this dream of optimization suck us into a virtual world of ‘ingrowing obesity,’ where an uninterrupted supply of statistics and digital platforms loosens our grip on the real by the alchemical use of numbers, algorithms, and signs? The article argues that by observing school policy as seductive effects of a larger crisis-producing and competition-motivating (self-)assessment simulation, it becomes possible to rearticulate a persistent trend in (trans)national school policies in a language different from this trend’s own self-referencing logic – and thus to question the trend itself. Danish school policy demonstrates as a European national case how the simulation changed local educational traditions by building up a national curriculum that made schools and students comparable and hereby amenable to increased assessment. 相似文献
16.
This paper presents a first attempt in an ongoing research study of the policy environments in four UK secondary schools to examine policy enactment, where ‘enactment’ refers to an understanding that policies are interpreted and ‘translated’ by diverse policy actors in the school environment, rather than simply implemented. The paper is divided into two parts. The first part presents an audit of the policies encountered in four case study schools in the south‐east of England. The second part looks at one current English government policy, namely personal learning and thinking skills, and how this is taken up in two of the case study schools. In this way, the paper not just explores why a policy is adopted but also illustrates the capacity for school‐based policy elaboration, where schools produce their own ‘take’ on policy, drawing on aspects of their culture or ethos, as well as on the situated necessities. 相似文献
17.
While a great deal of attention has been given to evaluating how well policies are implemented, that is, how well they are realised in practice, less attention has been paid to understanding and documenting the ways in which schools actually deal with the multiple, and sometimes opaque and contradictory demands of different ‘types’ of policy. This paper addresses the question of how it is that some education policies ‘fail’ to translate into a continuing and effective set of practices in schools, and instead, are subjected to processes of dissipation and mutation. In this paper, we take as our case personalised learning (PL) launched in England in 2004. In understanding complex processes of enactment, the challenge is to understand how policies differ and analyse why some policies ‘work’ in ways that are unexpected – not as failures of implementation but as mutations. As a ‘case’ of policy dissipation, PL highlights the changing relationships between national and institutional imperatives, and the creative mutations to which some policies are subject within schools. It is not that they have no effects, but rather their effects are marginal or nuanced rather than immediate and obvious. 相似文献
18.
Paul Close 《School Leadership & Management》2016,36(1):113-132
Within the policy rationale of a ‘self-improving’ school system, there are now several thousand National College designated ‘system leaders’ working as consultants in English schools on aspects of school to school support. So far, there has been no systematic consideration of the long-term development of these consultants in ways that are consonant with values and concerns of education professionals. This article addresses this challenge by presenting an agenda for consultancy development in English schools which will also have wider relevance for the international community. Six areas of enquiry and propositions for action are identified and the principles and practicalities of implementing them in a school-led system examined. Conclusions are drawn about the importance of being proactive in setting a long-term agenda for ‘system leader’ consultancy development in schools that is historically grounded in democratic process and notions of public value. 相似文献
19.
The paper examines processes of cultural production and reproduction among members of the elite and upper-middle classes. Drawing on findings from a study of private education in England, it explores the utility of a conceptual framework to examine how practices in and across different sites may be reproductive of various forms of ‘privilege’. Three domains in particular – family, the school and individual young women’s projects of the self – together shape key meanings and orientations informing young women’s lives. These meanings and orientations in turn connect to ‘privileging practices’, both within each domain and beyond. The paper analyses data from three young women in one of the schools studied to illustrate how the framework may be used to examine privately educated young women’s different orientations to the present and the future. Findings point to some of the processes through which class and gender privilege may be variably reproduced. 相似文献
20.
Tim Brighouse 《School Leadership & Management》2013,33(4):363-377
The research reported on in this article explores how degrees of leadership distribution in schools might be differentiated. Data were collected from ten schools – eight primary and two secondary schools – / which were identified as exhibiting ‘good practice’ with regard to distributed leadership. The conceptual distinctions suggested by the study are discussed and the possible ‘causes’ and consequences of school variations in the degree of distributed leadership considered. 相似文献