Comparing school accountability in England and its East Asian sources of ‘borrowing’

You, Yun

doi:10.1080/03050068.2017.1294652

Cited by 12 publications

(4 citation statements)

References 50 publications

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“…The English education system stands at the extreme of national systems with approaches to governance that entail highly developed forms of both horizontal and vertical accountability (Ozga, 2012). Concurrent with increased autonomy, the English system is known to be among the most centralised in terms of accountability requirements (Eddy-Spicer, 2017; Ozga, 2009; You, 2017). There are compulsory standardised tests at ages 11 and 16 as well as a highly codified system of periodic school inspections carried out by an independent inspectorate, the Office for Standards in Education (Ofsted).…”

Section: Introductionmentioning

confidence: 99%

Headteacher performance management in England: Balancing internal and external accountability through performance leadership

Spicer¹,

Bubb²,

Earley³

et al. 2017

Educational Management Administration & Leadership

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This article reports on research into headteacher performance management in England. The English school system couples organisational autonomy with close scrutiny of educational outcomes. The management of the performance of headteachers is a central aspect of such a system. The research involved a systematic literature review and the collection of data via national surveys, expert interviews and case studies. The findings point to three overarching conditions essential for what we identify as 'performance leadership': relational trust between the headteacher and the governing body; situational awareness by the governing body of the school's circumstances and the headteacher's lived experience of the role; and a systems perspective shared by the headteacher and governing body of performance management as one aspect of a comprehensive, interactive system of internal accountability, not merely an annual rite of passage. The study found that capacity in any two conditions offers a foundation for developing capability in the third. It also revealed the dominant role played by middle-tier structures in defining what constitutes 'effective' performance for any school or group of schools. The article offers insight into the changing landscape of performance expectations, for school leaders as well as for those who oversee their work.

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Section: Introductionmentioning

confidence: 99%

Headteacher performance management in England: Balancing internal and external accountability through performance leadership

Spicer¹,

Bubb²,

Earley³

et al. 2017

Educational Management Administration & Leadership

View full text Add to dashboard Cite

show abstract

“…Such comparison also led to the notions of “audit culture” and “reference society” (Hardy, 2015; Lingard, 2011). Nation‐states' participation in PISA and their aspirations to be competitive at the global level have contributed heavily to the datafication of schooling in many jurisdictions, including Asia (You, 2017), Australia (Klenowski & Wyatt‐Smith, 2012), Europe (Grek, 2009), North America (Holloway & Brass, 2018), and the United Kingdom (Perryman, Ball, Maguire, & Braun, 2011). International pressures have also led to the standardization of school curricula and teacher education programs across the globalized world, and such standardization has also resulted in the increasing datafication of schooling (Perryman et al., 2011).…”

Section: Datafication Governance As Comparison and Reductive Practicesmentioning

confidence: 99%

Datafication, Teachers' Dispositions and English Language Teaching in Bangladesh: A Bourdieuian Analysis

Ali

2022

TESOL Quarterly

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The use of (test) performance data for governing school and teachers' work, defined as datafication, has emerged as a global trend in education. However, how this trend plays out in relation to English language education in the local context, particularly in developing societies, has not received notable attention. Taking Bangladesh secondary education as a case, and drawing on Pierre Bourdieu's conceptual resources, this study highlights how datafication unfolds in schooling contexts and examines the “relations” between this trend and English language teachers' dispositions and pedagogical practices. The study employs a qualitative case study and draws on principal and teacher interviews, and classroom observation as data sources. Findings reveal that datafication has emerged as a practical logic of the schooling field, guiding schools and teachers' dispositions in specific ways, which contribute to reductive practices. Data also indicate teachers' capacity to mediate between competing logics and innovate practices, which are situated and “local.” Based on these findings, this article argues that understanding the interplay between the specific logics of schooling, language education policy and teachers' structuring dispositions is key not only to understanding the nature of pedagogical practices, but also to establishing meaningful “relations” between policy and schooling practices amid growing datafication.

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“…Outcome-based accountability as a mode of governance Several authors have pointed out that accountability is a slippery concept with different and partially overlapping meanings and connotations (Biesta 2004;Charlton 2002;Mulgan 2000;You 2017). The core meaning of the term refers to the process of being held accountable for something.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Outcome-based accountability regimes in OECD countries: a global policy model?

Högberg

Lindgren

2020

Comparative Education

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The global diffusion of outcome-based accountability in education is contested, with accounts of universal convergence being challenged by perspectives emphasising heterogeneity across different national or local contexts. This study uses data from PISA to explore, firstly, the spatial and temporal diffusion of accountability across OECD countries, and secondly, whether accountability is implemented as a single coherent regime. Using cluster analysis techniques, we find that most countries fall into a 'Thick' accountability regime, with widespread use of most forms of accountability tools. However, this regime is not fully coherent, with some countries relying more on horizontal, and others on vertical, forms of accountability. A sizeable minority of countries fall into a 'Thin' regime, in which most accountability tools are largely absent. We also find indications of convergence across countries over time. We conclude that while accountability in education is indeed widespread, and increasingly so, it is not a universally dominant regime.

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Comparing school accountability in England and its East Asian sources of ‘borrowing’

Cited by 12 publications

References 50 publications

Headteacher performance management in England: Balancing internal and external accountability through performance leadership

Headteacher performance management in England: Balancing internal and external accountability through performance leadership

Datafication, Teachers' Dispositions and English Language Teaching in Bangladesh: A Bourdieuian Analysis

Outcome-based accountability regimes in OECD countries: a global policy model?

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