No child,no school,no state left behind: schooling in the age of accountability 1     

Stefan Thomas Hopmann 《课程研究杂志》2013,45(4):417-456

Why and under which conditions do international student assessment programmes like PISA have success? How can the results of these assessments be useful for advocates of different, even contradictory, policies? What might explain different patterns of using assessment as a tool for school governance? Drawing on historical and comparative research, and using PISA as an example, this paper provides a frame for discussing these and other questions around the international rise of accountability as a key tool of social change. The basic argument is that even though accountability is a global phenomenon, the ways and means of enacting and encountering accountability are not. How accountability is experienced depends on deeply engrained ‘constitutional mind‐sets’, i.e. diverse cultures of conceptualizing the relation between the public and its institutions.  相似文献   

The genesis of school inspection in South East Wales 1839–1843: issues of social control and accountability     

David C. James  Brian Davies 《History of education》2013,42(5):667-680

The article examines the genesis of school inspection in South East Wales during the period 1839–1843 through the writing of Hugh Seymour Tremenheere, one of the first school inspectors. It discusses the formation of the new inspectorate and provides a narrative analysis of educational provision and social, cultural and economic conditions prevailing at the time. It then critically assesses Tremenheere's 1839 Report paying particular attention to the question of bias and the evident lack of impartiality. The final section is concerned with the concepts of accountability and inspection as a means of social control and the extent to which education can control working class patterns of thought, sentiment and behaviour.  相似文献   

Obstacles and opportunities: addressing the growing pains of summative student evaluation of teaching     

P.W.G. Surgenor 《Assessment & Evaluation in Higher Education》2013,38(3):363-376

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How Can Student Success Support Teacher Self-Efficacy and Retention?     

Christopher Longo 《Clearing house (Menasha, Wis.)》2013,86(2):54-57

High-stakes testing has driven the way that educators deliver instruction. Historically, standardized testing has been in existence since the 1800s, but the impact of accountability was not recognized until the late 1970s. Science educators are trying to balance the requirements of state assessments with creative and meaningful curricula. Inquiry-based science instruction has led the way in assisting students in the process of discovering knowledge for themselves instead of simply being asked to recall information. Inquiry learning promotes creativity by increasing motivation, wonderment, and curiosity. The author proposes that inquiry is the key to enhancing creativity, while still meeting the demands of standardized testing.  相似文献   

The Rules of Engagement: Examining the Limits of Standards and Accountability Policy     

Jacob Easley II 《The Educational forum》2013,77(2):214-224

Standards and accountability policies are central elements of school reform agendas aimed at equalizing students' access to quality education and closing the achievement gap. Yet, such policies have failed to yield the expected, large scale results. One explanation may be found in the embedded zones of wishful thinking. Two particular zones of wishful thinking are the policies' efficacy to foster deep learning and the standards' ability to create cohesive P–12 systems of educational excellence.  相似文献   

Labels [Agrave] La Aristotle     

Franklin L. Burdette 《The Educational forum》2013,77(3):339-341

High-stakes standardized student assessments are increasingly used in value-added evaluation models to connect teacher performance to P–12 student learning. These assessments are also being used to evaluate teacher preparation programs, despite validity and reliability threats. A more rational model linking student performance to candidates who actually teach these students is presented. Preliminary findings with three candidate cohorts indicate that the majority of their students met learning objectives and showed substantial pre-to-post learning gains.  相似文献   

Trick or treat: new ecology of education accountability system in the USA     

Jaekyung Lee 《教育政策杂志》2013,28(1):73-93

This study tracks American states’ policy choices under the No Child Left Behind Act and explores their consequences for student achievement. Using the path analysis of relationships among state‐level policy input, context, and outcome variables, the study portrays a Halloween‐like ‘trick‐or‐treating’ game between the federal and state governments in the new ecology of the test‐driven education accountability system. States that chose the ‘trick’ path with a calculative policy negotiation and manipulation strategy made significant gains on their own state assessments but not on the national assessment. In contrast, states that followed the ‘treat’ path with a faithful policy implementation for funding strategy have not yet brought about significant gains on either the national or state assessments. The first‐generation accountability states with a prior history of high‐stakes testing tended to employ both strategies at the same time. However, neither effective illusion nor ineffective implementation serves the goal of long‐term, sustainable academic improvement. Implications for research and policy are discussed.  相似文献   

School reform policy in England since 1988: relentless pursuit of the unattainable     

Bernard Barker 《教育政策杂志》2013,28(6):669-683

There is growing concern that almost 20 years after the 1988 Education Act, top‐down, large‐scale reform has stalled. The policy mix of choice, competition, markets, regulation, accountability and leadership seems not to have closed the gap between advantaged and disadvantaged areas and individuals, while most variations in school performance can be explained in terms of intake differences. This paper reviews policy and progress since 1988 and assesses the extent to which central government has achieved its educational aims. Unacknowledged tensions and contradictions are identified in structures and practices that are supposed to constitute a reliable framework for sustainable improvement. The conclusion is drawn that since 1988 the national government apparatus has itself become an important obstacle to further progress. An independent review of policy‐making and implementation is recommended so that schools and colleges are enabled to contribute more effectively to improvements in the quality of education.  相似文献   

The National SCITT     

Martin Coles 《Education 3-13》2013,41(1):55-59

This paper describes a new national programme aimed at placing highly-qualified students in the best schools in the country for the whole of their primary PGCE training year. Students on this scheme are members of the National SCITT (school-centred initial teacher training) in Outstanding Primary Schools programme. The National SCITT is focused on four main functions: primarily the preparation of new teachers, but in the course of this work staff development for all partners, inquiry directed towards the improvement of practice, and the continous improvement of learning for the children in SCITT schools. The paper sets out the arguments for school-based teacher training and relates those arguments to the National SCITT.  相似文献   

Market accountability in schools: policy reforms in England,Germany, France and Italy     

Paola Mattei 《牛津教育评论》2013,39(3):247-266

This article concentrates on the policy reforms of schools in England, Germany, France and Italy, from 1988 to 2009, with a focus on the introduction of market accountability. Pressing demands for organisational change in schools, shaped by the objectives of ‘efficiency’ and competition, which were introduced in England in the 1980s, have been adopted in other European countries, albeit at a slower pace and within the continuing need for domestic institutional conformity. How does the increasing predominance of market accountability in state schools change traditional bureaucratic and professional accountability relationships between politicians, managers, professionals and users? The article argues that despite some evidence of convergence between different education systems, England remains the outlier and continental European countries have been much more reluctant to adopt choice and competition policies.  相似文献