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1.
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
2.
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
3.
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
4.
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
5.
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
6.
Jacqueline Elton 《School Leadership & Management》2015,35(4):408-421
This research reports upon the impact of two concurrent processes of Special Measures and academisation applied to a primary school in the north of England as a result of an unsatisfactory inspection by the Office for Standards in Education (Ofsted). The aim of the study is to describe how the process of being placed in special measures, coupled with subsequent academisation, affected key ‘school facing’ stakeholders. Data collection commenced from when the school received the judgement about its performance from Ofsted. This paper will examine the emerging themes during the first phase of the process of school transformation. 相似文献
7.
Jennifer Charteris 《Critical Studies in Education》2016,57(3):277-295
Neoliberal policy objectives perpetuate an audit culture at both school and system levels. The associated focus on performativity and accountability can result in reductive and procedural interpretations of classroom assessment for learning (AfL) practices. Set in a New Zealand AfL professional development context, this research takes an ecological view of teacher learning as a ground-up approach to improving practice. As a framework, this paper brings together an intersubjective conception of professional learning that positions teachers as co-leaders, principles inherent in ‘the spirit of AfL’, and the notion of ‘intelligent accountability’ to illustrate evidence-informed teacher agency. It applies divergent and dialogic AfL practices to professional learning that can enable teachers to connect with issues that are most relevant to their practice. Dialogic feedback practices of this nature position teachers as capable, reflexive and resourceful practitioners and decision-makers. 相似文献
8.
This article reports an unprecedented exploratory small-scale investigation of the views of senior school leaders in southwest England relating to ‘off-rolling’ (illegal exclusionary practices). ‘Off-rolling’ is conceptualised as a policy technology, however, the conceptual framework used in data analysis derives from Foucault’s treatment of power and pleasure, and the constitution in discourse of novel ‘permanent realities’. Relations of force that senior school leaders routinely navigate in neoliberal education cultures characterised by ‘performativity’ are highlighted. The latter describes pressures to evidence efficiency and continual improvement, including high-stakes performance monitoring and, in England, a national school inspection regime. The response rate to this online and predominantly qualitative survey was poor, which was attributed to the illegality of ‘off-rolling’ and the risk that academic research in this area could be perceived to reproduce the power–knowledge relations associated with a national school inspection regime and familiar neoliberal political or professional discourses around training of education professionals (where both are framed as addressing deficits to achieve improvements). Nevertheless, findings from a key question inviting comment on scenarios drawn from the authors’ teaching experience are presented here, as they highlight the issues arising in research of sensitive topics. Reliance on brief vignettes to explore levels of understanding was, arguably, a limitation of the study, risking participants interpreting this device as unwelcome external scrutiny. It is argued that Ofsted’s definition of ‘off-rolling’ as gaming (manipulation of academic performance data) effectively discourages recognition of exclusionary practices that are not irrefutably related to academic performance as such. 相似文献
9.
Amanda Keddie 《British Journal of Sociology of Education》2017,38(8):1245-1257
This article presents interview data from a study involving nine primary school leaders. Five are leaders of local authority schools while four are leaders of schools within a large academy chain. The article examines their perspectives about the current regimes of performativity in the English education context and, in particular, the accountability demands of Ofsted. Mindful of contemporary concerns about the tensions between performativity and professionalism in education, the analysis highlights the different ways in which each group responds to external accountability demands. The article illustrates how investments in traditional and entrepreneurial professionalism continue to impact on how the current demands of performativity are understood. It highlights the significance of conceptualising educator professionalism beyond dichotomies that idealise the former at the expense of the latter and the importance of an ongoing critical focus on the ways in which professionalism is currently being articulated in schools. 相似文献
10.
Elise Newman 《English in Education》2005,39(1):32-42
This article explores some of the issues raised by the perennial ‘Boys and English’ debate. It questions whether stereotypically masculine or ‘laddish’ behaviour and the apparent ‘feminisation’ of English hinders the achievements within the subject of all boys. A study of a selective independent boys' school reveals that social context greatly influences how boys relate to the subject, suggesting that it is unhelpful to make generalisations about ‘boys’ and English. The analysis frames the fieldwork with reference to media debate, Ofsted reports, and the literature on gender and English. 相似文献
11.
Kerry H. Robinson 《Gender and education》1992,4(3):273-288
Class‐room discipline, an issue of ‘power’ and ‘control’ for many teachers and students, is investigated in relation to teachers' attitudes towards stereotyped models of masculinity and femininity. Two important issues are considered; firstly, that what is generally regarded as appropriate gender behaviour by teachers plays a major role in determining their approaches and responses to the behaviour of boys and girls in the classroom. This paper focuses on the experiences of girls and teachers' traditional perceptions of femininity and it is believed that the stereotyped, often middle‐class assumptions made by many teachers, which make up an overall view of how girls ‘should’ behave, have serious effects on girls' motivation, self‐esteem, reputations, their ability to fulfil their educational potentials and their futures. It will also seriously affect their class‐room behaviour. Secondly, stereotyped beliefs around women, men and power in our society, can influence the discipline measures of teachers, particularly male teachers, so that ‘controlling’ students in the class‐room becomes paramount, at any cost. The predominantly authoritarian regimes that were incorporated in the structure of the schools that were part of this research, were perpetuated through the ideology of ‘hegemonic masculinity’ that dominates within most levels of the schooling system. 相似文献
12.
13.
AbstractThis paper examines a model of decision-making within the context of current and emerging regimes of accountability being proposed and implemented for school systems in a number of jurisdictions. These approaches to accountability typically involve the use of various measurable student learning outcomes as well as other measures of performance to do with teachers and schools in general, often having high-stakes consequences. Given this context of performativity, the paper proposes a model that uses an objective knowledge growth framework, where teachers can engage in their own professional learning through defined structures for solving the problems of their professional practice. The model is both empowering for teachers while being sensitive to the constraints of cultures of performativity. 相似文献
14.
Jonathan Glazzard 《Support for Learning》2014,29(1):39-53
This study is a life history account of Bev, a special educational needs co‐ordinator who works in a primary school in England. The research examines how, within Bev's experiences, the discourses of integration and inclusion have affected learners with special educational needs. Additionally, the study examines the impact of the ‘performativity’ agenda on a mainstream school with a high proportion of learners with special educational needs. The account illustrates how, in Bev's experiences, inclusion operates within a powerful othering framework which marginalises children with special educational needs and their teachers. Additionally, the account raises questions about the risks of choosing to work in schools with high proportions of children with special educational needs within a discourse of performativity. It raises questions about whether the inclusion agenda has resulted in limited forms of inclusion and whether it was easier to meet children's holistic needs under the integration agenda. 相似文献
15.
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
16.
Andrew B. Morris 《牛津教育评论》2013,39(6):725-741
Despite there being significant numbers of state maintained Catholic schools in England, they have, until recently, proved to be of interest only to a minority of researchers. Government initiatives to promote greater scrutiny and accountability through the publication of school test and examination results have generated interest in their academic performance from proponents and critics. Early attempts by government to compare school performance using ‘raw’ examination and test scores were severely criticised. Newly introduced ‘Contextualised Value Added’ measures, when correctly applied, have largely overcome the deficiencies of earlier datasets. This paper presents new CVA performance data provided by Ofsted that may help the debate about Catholic school effectiveness to progress. Possible reasons for the CVA findings are explored and further areas for research are suggested. 相似文献
17.
Miranda Matthews 《The International Journal of Art & Design Education》2019,38(4):853-866
Addressing changes in conditions for practitioners that can be related to education policy in England and Wales since 2010, this article presents issues faced by teachers of art and design and their responses in practice. The current insistence on transparency in education emerges through policy that audits performativity, in a limiting skills bank. Practitioners in art and design are particularly affected by what I term ‘the transparency‐exclusion paradox’, as they battle to maintain the subject area and are ‘othered’ by the English Baccalaureate and Progress 8. I will discuss an emergent ‘ethos of ambiguity’ among artist‐teachers and contemporary artists, with a theoretical basis informed by Beauvoir and Foucault. Empirical data from research participants will be evidenced, to explore strategies of response in inclusive social practice. This article adds to literature that considers the effects of policy in implementation and it contributes to research on creative expressions of ambiguity in the arts. 相似文献
18.
This article provides insights into teachers’ and school administrators’ responses to the current ‘fetishisation’ of school performance data in Australian schooling. Specifically, the research investigates the accountability practices that emerged in a Queensland metropolitan primary school in response to this broader focus upon performance data. Drawing upon interviews with teachers and school administrators, literature and theorising on educational performativity and data, and Bourdieu’s theory of practice, the article reveals how performative, data-driven practices play out at the level of the school. This process reveals a ‘field of schooling practices’ characterised by contradictory and contested logics of deifying, delivering and denying data. We describe this as the ‘doublethink of data’, involving teachers engaging with performative processes for purposes of compliance but without any real sense of the value of doing so. The research reveals the extraordinary energy involved in this work, and cautions against these performative practices and associated technologies. 相似文献
19.
《Ethnography and Education》2013,8(3):298-312
This article reveals how test-based performativity pressures interfere with the pedagogical approaches preferred by teachers of second-language learners. Our findings derive from ethnographic research conducted in two non-mainstream high schools: one in a US city and other one in a Swedish city. Both schools serve immigrant students who speak English/Swedish as a second language, the majority of whom are from low-income, non-mainstream backgrounds. Unlike many schools that serve low-income immigrants, both are fairly well-resourced schools; teachers at each school foster productive learning environments and pedagogical practices conducive to academic success. Yet these practices are eroded by a mode of regulation that is hyper-fixed on ‘performativity’ as discussed by Stephen J. Ball. Swedish teachers report less pressure than American teachers but teachers at both schools provide clear examples of the instances when performativity pressures intrude upon preferred pedagogical approaches. 相似文献
20.
Eileen Carnell 《Teaching in Higher Education》2013,18(1):25-40
This paper examines university teachers’ conceptions of effective teaching. It reports a small illuminatory study of eight teachers. Their narratives identify rich insights. Conceptions of ‘learning through dialogue’, ‘community of learners’ and ‘meta-learning’ emerge as crucial in supporting students’ learning. These conceptions extend understanding of effective teaching in higher education and illuminate how teachers transform their teaching to transform learning. Insights emerge about the importance of social contexts. Theoretical dimensions informing pedagogy, knowledge construction, relationships between teaching and research, and professional learning are congruent: dialogue and collegiality are key. What inhibits teachers’ effectiveness is the ‘performativity’ culture especially setting aside preferred ways of operating as colleagues. A model is constructed to explain opposing standpoints. 相似文献