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1.
This paper examines a rare response by Ofsted to academics’ concerns about a prevailing compliance model of Citizenship in secondary schools. Ofsted’s defence of a non‐compliance model is then tested against a small sample of Ofsted inspection data. The limited evidence suggests that Ofsted’s defence is undermined by the adoption of an instrumentalist approach to participation, driven by the school improvement agenda, and, it is argued, reinforced by the Every Child Matters agenda. The outcome of this approach, which promotes an uncritical concept of participation, is an uncoupling of the political, moral and community that lay at the heart of the Crick Report. Parallels are drawn with the late‐nineteenth‐century compliance model of Citizenship, which Ofsted claim in their defence is very different from the twenty‐first‐century participatory model. There follows a review of political change since the Crick Report, which suggests that lack of participation by young people—which is the premise of both that report and Ofsted’s depoliticized version of it—is no longer the issue; instead, the question is about whether there should be participation at any cost. To exemplify what this critical concept of participation might look like in a school context, the author draws on his case study of an Iraq war school protest in a fresh start school. It is argued that this example of critical participation maintains the link between the political and moral, and thereby actually makes a contribution to school improvement, by acknowledging staff and pupils’ awareness of the complexities, emotions and contradictions of participation. The paper concludes that depoliticized dutiful citizenship will be encouraged if the prevailing concept of participation in schools is an instrumental and uncritical one. This in turn may lead to a widening gulf between the school’s and the pupils’ understanding of participation, which may eventually impact on sustained school improvement. 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.
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
4.
近年来,英国教育标准局为了提高督导效能,强化了学校自我评价,要求学校形成有效的自我评价机制,一方面作为外部督导评价的可靠依据,另一方面,作为学校实现自我改进、提升自我发展能力的重要机制。学校自评呈现出广泛参与、与学校发展计划紧密相联、将自评融入到学校日常管理中等特点,文章论述了英国教育标准局有关学校自评的内容和具体要求。 相似文献
5.
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
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.
Damien Page 《British Journal of Sociology of Education》2017,38(7):991-1006
Schools are risky places: the risk of a poor Ofsted report, the risk of sliding down league tables, the risk of teachers abusing children, the risk of teachers being falsely accused of abuse. As a result of risk anxiety and the ever-increasing sophistication of technology, the surveillance of teachers has proliferated, becoming a future-oriented pursuit to manage this risk. Drawing on the surveillance studies literature, this article attempts to theorise the surveillance of teachers. Firstly the article argues that there are three types of teacher surveillance: the vertical perpetuated by Ofsted and senior school leaders such as teaching observations and learning walks, but also students recording their teachers on mobile phones; horizontal surveillance enacted by peers in terms of concertive control, but also parental surveillance via online and offline networks; and, finally, intrapersonal surveillance embracing reflective practice, data reporting and self-policing proximity from children. The article then concludes by arguing that while surveillance in schools embraces the themes of modern surveillance in general, by doggedly retaining the proximal and the interpersonal, it should be considered a hybrid form between traditional and modern forms of surveillance. 相似文献
8.
This article considers the impact of an Ofsted inspection on an inner-city school. It focuses on the methodology of the inspection, on the data which the inspectors gather and the data which are omitted from their account of a school. It suggests that there are serious flaws in the model of inspectors as objective and impartial chroniclers. 相似文献
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.
John Lee John Fitz Richard Eke 《Changing English: An International Journal of English Teaching》2000,7(2):129-138
This paper draws on interview data with Registered Inspectors, collected as part of a large research project examining the role of Registered Inspectors. The professional biographies of three Registered Inspectors are used to hypothesise the educational values that they hold and these values are then compared with those revealed during the interviews. The analysis shows that these Registered Inspectors have totally accepted the managerial discourse of Ofsted. It is finally suggested that this discourse has 'written' not merely the mode of inspection but the professional subjectivity of the inspectors. 相似文献
11.
苏榕娜 《福建师范大学学报(哲学社会科学版)》2006,(5):152-156,166
在保障学校教育质量及其评估方面,英格兰一直居于世界领先地位.而且从上世纪末开始,英格兰教育标准局频繁修订学校督导大纲,英格兰学校督导制度也因此逐步走向成熟和完善.本文对近期英格兰学校督导体系的调整和改革作概括性介绍,以期对我国的学校督导与评价改革有所启示. 相似文献
12.
This article reports on the findings from a study into high-performing leadership teams in English primary schools. The schools, in the sample, received ‘outstanding’ Office for Standards in Education (Ofsted) grades overall, and for leadership and management, in their most recent school inspection. The evidence suggests that developing a successful primary school leadership team takes time, commitment and continuity. The development of leaders requires a deliberate approach to build individual capacity and team unity. Effective team working takes time to develop and that ‘quick fix’ solutions to inadequate team work are inappropriate. 相似文献
13.
Melanie C. M. Ehren David Godfrey 《Educational Assessment, Evaluation and Accountability》2017,29(4):339-362
This paper explores the impact of external accountability on four mechanisms of network-internal quality control and the properties of (mandated) inter-organizational networks. An explorative case study approach examines the external accountability of a newly established educational network (MAT) and how schools and the Trust are held accountable by the English Inspectorate of Education, Ofsted and the Department for Education (DfE), through Regional Schools Commissioners (RSCs). Analysis of documents and interviews were used to reconstruct a sequence of events over a period of five and a half years. Our findings indicate that the combination of accountability activities led to more centralized control over, and monitoring of curriculum, assessment and school improvement. This was accompanied by a pause in the growth of the Trust and the establishment of a regional structure of school collaboration. As accountability is particularly organized around individual school performance (through Ofsted inspections), this limited development of internal mechanisms of quality control around network-level outcomes. A short-term focus dominated the allocation of resources to schools in special measures or with an upcoming inspection visit. In the discussion, an alternative model is presented for network-level accountability and a set of indicators for effective accountability of collaborative arrangements. 相似文献
14.
Iona Burnell 《Journal of Further & Higher Education》2017,41(2):227-237
The further education (FE) sector in the UK, or post-compulsory education as it is often referred to, has undergone some radical changes in recent years. Historically, FE is synonymous with vocational education and training, providing communities with courses that tended to be in practical, non-academic subjects. Many FE lecturers came from industries such as construction and engineering and were vital in providing the subject knowledge needed by colleges to enable them to offer a wide provision of courses. However, FE had not undergone the regime of teacher qualifications, regulation and inspection to the extent experienced by schools. In 2001, the New Labour government began a series of reforms that would overhaul post-compulsory education with the objective of making the sector more effective, and thereby meeting the wider objective of creating a more productive workforce. One of the many reforms was to introduce a system of inspection by placing FE into Ofsted’s remit. The new reform prompted FE colleges, for the first time, to implement their own institutional policies of observing teaching and learning (OTL) in order to prepare for impending inspection by Ofsted. This article examines the implementation of the policy of OTL, with a focus on one college of FE, and scrutinises its effects on the sector. 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.
Farewell to the tick box inspector? Ofsted and the changing regime of school inspection in England 总被引：1，自引：0，他引：1
Since its inception in 1992 Ofsted (The Office for Standards in Education, Children’s Services and Skills) has inspected schools under Section 9 of the Education (Schools) Act 1992; Section 10 of the School Inspections Act 1996; and Section 5 of the Education Act 2005. Pressure on England to improve its system of education has not only emerged from the national need for all schools to serve their pupils well, but has also been prompted by an increasing emphasis on international league tables such as that produced by the OECD (Organisation for Economic Cooperation and Development). In tables such as the Programme for International Student Assessment (PISA), England is viewed as underperforming against comparable countries. As a result, Ofsted has introduced what the agency terms to be one of the most stringent and demanding inspection frameworks since its inception. This framework reduces the previous 29 inspection judgements to just four, purportedly placing a far greater emphasis on the professional judgement of the inspector and representing a major departure from the ‘tick box’ approach which characterised previous frameworks. This paper examines the paradoxical fate of inspector professional judgement and concludes that whilst this may appear to signal a rapprochement between inspectors and teaching profession, there are considerable tensions when professional judgement is considered alongside quality control within a highly complex system. The study concludes that in order that inspection attains credibility as a method by which to govern education, this shift requires a more considered approach to ways in which this professional judgement can be effective within the challenging environment of the English education system. 相似文献
17.
Creativity in education 总被引：1，自引：0，他引：1
Gabrielle Cliff Hodges 《English in Education》2005,39(3):47-61
Currently considerable interest is being shown in creativity by the government and bodies such as QCA and Ofsted. A ‘creativity agenda’ has emerged with important implications for teaching and learning in schools. Drawing on research literature, as well as work completed by Secondary PGCE English and Drama trainees, this paper aims to provoke discussion about how creativity in education is defined and the impact of more explicit understandings of creativity in classrooms. 相似文献
18.
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
19.
A survey of primary schools in England found that girls outperform boys in English across all phases (Ofsted in Moving English forward. Ofsted, Manchester, 2012). The gender gap remains an on-going issue in England, especially for reading attainment. This paper presents evidence of gender differences in learning to read that emerged during the development of a reading scheme for 4- and 5-year-old children in which 372 children from Reception classes in sixteen schools participated in 12-month trials. There were three arms per trial: Intervention non-PD (non-phonically decodable text with mixed methods teaching); Intervention PD (phonically decodable text with mixed methods teaching); and a ‘business as usual’ control condition SP (synthetic phonics and decodable text). Assignment to Intervention condition was randomised. Standardised measures of word reading and comprehension were used. The research provides statistically significant evidence suggesting that boys learn more easily using a mix of whole-word and synthetic phonics approaches. In addition, the evidence indicates that boys learn to read more easily using the natural-style language of ‘real’ books including vocabulary which goes beyond their assumed decoding ability. At post-test, boys using the nonphonically decodable text with mixed methods (Intervention A) were 8 months ahead in reading comprehension compared to boys using a wholly synthetic phonics approach. 相似文献
20.
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