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1.
In the UK, USA and elsewhere, school accountability systems increasingly compare schools using value-added measures of school performance derived from pupil scores in high-stakes standardised tests. Rather than naïvely comparing school average scores, which largely reflect school intake differences in prior attainment, these measures attempt to compare the average progress or improvement pupils make during a year or phase of schooling. Schools, however, also differ in terms of their pupil demographic and socioeconomic characteristics and these factors also predict why some schools subsequently score higher than others. Many therefore argue that value-added measures unadjusted for pupil background are biased in favour of schools with more ‘educationally advantaged’ intakes. But others worry that adjusting for pupil background entrenches socioeconomic inequities and excuses low-performing schools. In this article we explore these theoretical arguments and their practical importance in the context of the ‘Progress 8’ secondary school accountability system in England, which has chosen to ignore pupil background. We reveal how the reported low or high performance of many schools changes dramatically once adjustments are made for pupil background, and these changes also affect the reported differential performances of regions and of different school types. We conclude that accountability systems which choose to ignore pupil background are likely to reward and punish the wrong schools and this will likely have detrimental effects on pupil learning. These findings, especially when coupled with more general concerns surrounding high-stakes testing and school value-added models, raise serious doubts about their use in school accountability systems. 相似文献
2.
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
3.
Rethinking accountability in a knowledge society 总被引：2，自引：0，他引：2
Pasi Sahlberg 《Journal of Educational Change》2010,11(1):45-61
Competition between schools combined with test-based accountability to hold schools accountable for predetermined knowledge
standards have become a common solution in educational change efforts to improve the performance of educational systems around
the world. This is happening as family and community social capital declines in most parts of developed world. Increased competition
and individualism are not necessarily beneficial to creating social capital in schools and their communities. This article
argues that: (1) the evidence remains controversial that test-based accountability policies improve the quality and efficiency
of public education; (2) the current practice of determining educational performance by using primarily standardized knowledge
tests as the main means of accountability is not a necessary condition for much needed educational improvement; and (3) there
is growing evidence that increased high-stakes testing is restricting students’ conceptual learning, engaging in creative
action and understanding innovation, all of which are essential elements of contemporary schooling in a knowledge society.
Finland is used as an example to suggest that educational change should rather contribute to increasing networking and social
capital in schools and in their communities through building trust and strengthening collective responsibilities within and
between schools. This would create better prospects of worthwhile lifelong learning in and out of schools. Based on this analysis,
the article concludes that education policies should be directed at promoting more intelligent forms of accountability to
meet external accountability demands and to encourage cooperation rather than competition among students, teachers and schools. 相似文献
4.
Neil Cranston Lisa Ehrich Megan Kimber 《International Journal of Research & Method in Education》2013,36(2):135-147
Over the last two decades or so, organisations everywhere have been subjected to considerable restructuring and reform. Schools have been no exception to this trend. Devolution has been prominent amongst the managerial reforms which have affected primarily the work practices of managers (James, 2003). In the context of schooling, devolution or school based management has increased the decision‐making powers of schools and their communities. It has also brought with it the requirement that schools meet a wider range of accountability measures (Whitty et al., 1998). In such a climate, school leaders are likely to find themselves juggling a ‘multitude of competing obligations and interests’ (Cooper, 1998, p. 244). This complex operational milieu requires school leaders to confront and resolve conflicting interests as they endeavour to balance a variety of values and expectations in their decision‐making. Not surprisingly, the result is often ethical dilemmas for leaders. In this paper we argue that an understanding of ethics and ethical dilemmas is crucial for educational leaders due to the value‐laden nature of their work. We put forward a tentative generic model that endeavours to assist our understanding of the forces impacting upon and processes characterising the decision‐making dynamics emerging from an ethical dilemma. A scenario is posed and tested against the model. 相似文献
5.
《Critical Studies in Education》2013,54(3):231-246
The application of market principles to educational provision continues to attract governments across the globe, despite an international body of literature suggesting that marketisation can exacerbate inequalities. In light of a renewed policy push in Australia towards accountability via a market model, this paper analyses the impact of existing school choice policies in the state of Victoria, with particular reference to educational provision in an area of social disadvantage in Melbourne's north. This analysis challenges the claims of the now normalised market model, but also points to the need to expand research into this theme, which has attracted relatively little critical attention in Australia. I argue that both the operation of existing policies and the direction of new proposals imply an uneven system of accountability which applies different standards to increasingly polarised ‘closed’ and ‘open’ schooling sectors. 相似文献
6.
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
7.
Sara Carlbaum 《Discourse: Studies in the Cultural Politics of Education》2016,37(1):133-148
This article analyses and critically discusses how context is relevant when constructing and upholding an equivalent education for all within the neo-liberal educational regime of marketisation and accountability. At the centre of the article is a study of national school inspection reports in four municipalities in Sweden, exploring performance gaps, equality and justice in an educational system, that for decades has emphasised universal welfare, justice and equality. By drawing on the concept of ‘the politics of blame’, findings show that accountability and blame are constructed in complex ways. Although teachers and schools are blamed for low expectations with little contextual consideration by Swedish Schools Inspectorate, local governments are blamed for not redistributing resources. This can both challenge and strengthen the contemporary regime in governing education. 相似文献
8.
Anthony Miserandino 《British Journal of Religious Education》2019,41(1):105-114
The Catholic school system in the United States is undergoing significant changes in size, populations served and the funding models which have traditionally supported such schools. The closing of many schools in urban areas in the last 10 years in conjunction with the rising costs of schooling suggests that unless a new approach to funding schools is developed, the future of Catholic education in the United States is seriously threatened and with it the American Church. This article explores the link between traditional sources of funding Catholic schools and the increased role of federal and state funds. The rise of Charter Schools has added a significant model for Catholic schools to emulate in regarding future sources of funding. Three strategies for future funding are explored with an emphasis on the development of Faith-based Charter Schools and the development of ‘Catholic’ Charter Schools. 相似文献
9.
This article examines how the outcome of neoliberal educational reforms has affected urban schooling in the inner city of Stockholm – making it into a centralized nexus or a ‘hot-spot’ for students and schools. The aim is to analyse how geographical place and space have become major distinctive criteria in inner-city students’ educational strategies, as well as a comparative advantage for upper-secondary schools in the fierce in-between school competition. The data consist of interviews with close to 120 participants, official statistics and marketing from 55 inner-city upper-secondary schools. Our findings suggest that the growing commodification and upward socio-spatial homogenization of the inner city both affect the way schools use spatial representations in their marketing and also the strategies deployed by students in their school choice. 相似文献
10.
《Educational Philosophy and Theory》2013,45(10):1103-1118
This article examines shifts in educational and social governance taking place in Queensland, Australia, through Education Queensland's Industry School Engagement Strategy and Gateway Schools program. This significant educational initiative is set within the context of Queensland's social investment agenda first articulated in its education policy framework, Queensland State Education‐2010. The article traces the historic extension of this overarching governmental strategy through establishment of the Gateway Schools concept, brokering state‐wide industry‐school partnerships with key global players in the Queensland economy. Industry sectors that have formed partnerships in Gateway projects include Minerals and Energy, Aerospace, Wine Tourism, Agribusiness, Manufacturing and Engineering, Building and Construction and ICT, with more industries and schools forecast to join the program. It is argued that this ‘post‐bureaucratic’ model of schooling represents a new social settlement of neoliberal governance, which seeks to align educational outcomes with economic objectives, thereby framing the conditions for community self‐governance in Queensland. 相似文献
11.
Stephen Waterhouse 《British Journal of Sociology of Education》1991,12(1):45-60
Mainstream sociology of education has seemingly moved away from the micro‐world of schools and classrooms before we have fully understood them. This is an attempt to reassess some of the prevailing assumptions about the social processes in classrooms, particularly in early schooling. It emerges from an investigation into the formulation of pupils by teachers in primary schools using a four year longitudinal study of a cohort of pupils in two schools. It suggests that Becker's model of ‘ideal‐matching’ may not always be appropriate for understanding interpersonal processes in primary classrooms. Rather than the ‘ideal’ pupil it is apparently the ‘normal’ or ‘average’ pupil that is the significant yardstick in teacher‐pupil dealings. 相似文献
12.
Charlene Tan 《British Educational Research Journal》2020,46(6):1391-1405
This article analyses a Chinese approach to social justice in education using the example of Shanghai. In addressing schooling inequalities, Shanghai illustrates social justice education with Chinese characteristics, which revolves around the ideal of ‘educational balance’ (jiaoyu junheng). The ‘balance’ in question is about achieving a values-centred and all-round education in and across all schools through the cultivation of a school’s ‘inner quality’ (neihan). This Chinese formulation of social justice education is manifested through two representative policy measures: creating and strengthening ‘new high-quality schools’ and helping weak schools to level up. The Chinese characteristics of these action plans are seen in two ways: a focus on social justice between schools rather than between students; and an emphasis on the moral cultivation of students. It is argued that a Chinese model of social justice education promotes educational equity to some extent through the politics of redistribution, recognition and representation. However, a major critique is its hegemonic and top-down nature, which overlooks alternative and competitive voices—especially those of migrant children—as part of a politics of representation. 相似文献
13.
Jessica Gerrard 《British Journal of Sociology of Education》2014,35(6):876-894
The notion of ‘competitive excellence’ is an enduring cornerstone of UK educational policy. Most recently, expanding and adapting New Labour’s Academy project with the introduction of free schools, the Coalition’s approach advances and embeds competitive market-based forms of community engagement in education. Responding to this policy paradigm, this paper draws upon history in order to open up the notion of excellence. Through examining alternative practices of achievement and success in histories of community education, I aim to disturb the unquestioned attachment of educational excellence to the ideals of competitive meritocracy. Comparing across two community educational movements – Socialist Sunday Schools (established 1892) and Black Saturday Schools (established 1968) – I explore how achievement and excellence have been mobilised to very different educational aims. In distinct times and circumstances, both of these community initiatives practiced versions of educational achievement that challenged dominant knowledge hierarchies and underlying assumptions of incapability. 相似文献
14.
Malcolm Thorburn 《Journal of educational administration and history》2017,49(2):144-156
A century on from the height of John Dewey’s educational writings and the reputation of the Gary Schools Plan as a model of progressive education, the paper reappraises two key matters: the relationship between John Dewey and William Wirt, the first superintendent of the Gary Schools in Gary Indiana, and the coherence between John Dewey’s progressive pedagogies and the early years of the Gary Schools Plan. Through drawing on a range of primary and secondary sources of information, the paper analyses the connections between John Dewey, William Wirt and the Gary Schools Plan in their shared quest to extend progressive education into new urban and industrial schooling contexts. The paper highlights areas where existing assumptions require review and the extent to which the relationship and connections between Dewey and Wirt’s work were mutually beneficial. The paper ends by calling for further related research based on the archival material available. 相似文献
15.
Ben Williamson 《Critical Studies in Education》2018,59(2):218-236
Technology companies are investing billions of dollars in educational technology, but also creating their own alternative schools. This article traces the emergence of four prototypical ‘silicon startup schools’ as exemplars of a technocratic mode of corporatized education reform: IBM’s P-TECH, part of its Smarter Cities program; AltSchool, a chain of schools based on ‘makerspaces’ established by a former Google executive; Kahn Lab School, a new ‘experimental’ school launched by the founder of the online Kahn Academy; and XQ Super School Project, a ‘crowdsourcing’ project to redesign American high schools funded philanthropically by the wife of Steve Jobs of Apple. Startup schools are analysed as prototype educational institutions that originate in the culture, discourse and ideals of Silicon Valley venture capital and startup culture, and that are intended to relocate its practices to the whole social, technical, political and economic infrastructure of schooling. These new schools are being designed as scalable technical platforms; funded by commercial ‘venture philanthropy’ sources; and staffed and managed by executives and engineers from some of Silicon Valley’s most successful startups and web companies. Together, they constitute a powerful shared ‘algorithmic imaginary’ that seeks to ‘disrupt’ public schooling through the technocratic expertise of Silicon Valley venture philanthropists. 相似文献
16.
This paper uses one national case to illustrate how diverse ideological agendas of central state agencies contest the discursive space within which major education policy reforms are developed. In Aotearoa New Zealand in 1988, ‘self‐managed’ schools were promoted ostensibly to allow parents more say in their children’s education and local school administration. The Tomorrow’s Schools reform policy texts included an existing social democratic partnership rhetoric, positioning principals as professional leaders working collaboratively with elected parent boards of trustees. However, the new ideology of ‘parental choice’ of school within a local schooling marketplace, underpinned by a chief executive or market managerial model of principalship, was later operationalised through mechanisms of ‘steerage’ from the centre. To explain this shift, we examine selected policy text pre‐cursors to the reforms and identify how contrasting forms of ‘principal’ and ‘teacher’ identity emerged within social democratic, neo‐liberal and market managerial ideologies. We further show that while radical (Treasury) market liberal arguments for labour market deregulation and consumer choice failed to gain widespread support, the State Services Commission preferred market managerialist strategies for promoting public accountability of schools (based on aggregate student achievement outcome data and centrally determined national educational priorities) were successfully embedded during the 1990s. 相似文献
17.
解决高质量基础上的平等问题是美国教育的当代追求。为此,美国通过实施与完善绩效问责制、促进学校多样化与竞争、强化家长择校权利和能力等途径来解决这个问题。美国的经验给我们的启示是,教育公平具有普世价值,教育公平问题在一个国家的不同发展阶段表现不同,教育公平与质量、效率并不矛盾,应增强公立学校自我改进的动力。 相似文献
18.
Second Chance Schools (SCS) aim to provide excluded young people with new opportunities for educational success. However, there is scarce research on teachers’ identities as a crucial factor in understanding how these schools operate as sites of educational inclusion. Based on a comparison between SCS in Buenos Aires and Barcelona, this article argues that this modality of schooling contributes to the configuration of a dominant teacher identity, distant from that forged during the emergence of modern secondary schooling. Three elements feature this identity: the ethics of care, the personalization of teaching and the conception of teaching as a collective endeavour. 相似文献
19.
Neil Selwyn 《牛津教育评论》2013,39(2):170-188
From the mid-1970s to the early 1980s, schools micro-computing in the UK developed from being a niche ‘hobbyist’ activity to a prominent, officially mandated element of the national education system. Drawing on in-depth interviews with key actors of the time, this paper outlines the initial varied interpretations of schools micro-computing in the UK, identifying the social groups that were involved in pursuing these interpretations, and then considering which meanings and values gained dominance over others. This ‘social shaping’ analysis highlights the processes that underpinned the gradual stabilisation of the meaning(s) around the micro-computer in an educational context. The paper concludes by considering how the eventually dominant interpretations of schools micro-computing can be explained in terms of the technological frames of relevant social groups—not least the differing determinist assumptions of groups hoping to encourage the radical computer-led transformation of schools and schooling, as opposed to those seeking the continuation of established interests. 相似文献
20.
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