'Nobody is Watching but Everything I do is Measured': Teacher Accountability, Learner Agency and the Crisis of Control.

Dargusch, Joanne; Charteris, Jennifer

doi:10.14221/ajte.2018v43.n10.2

Cited by 3 publications

(4 citation statements)

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“…As another example, Cindy would question and challenge Tanya in the interest of having a functional prototype of her own design. It is likely that such agentic actions and behaviors of Walt and Cindy would not be enacted, nor taken up or accepted, in some learning environments in which there is an emphasis placed on knowledge, high‐stakes testing, and teacher accountability (Dargusch & Charteris, 2018; Manyukhina & Wyse, 2019).…”

Section: Discussionmentioning

confidence: 99%

Children's engineering identities‐in‐practice: An exploration of child–adult interactions in an out‐of‐school context

Simpson,

Knox,

Yang

2023

J of Engineering Edu

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BackgroundResearch points to family talk and interactions involving STEM concepts as one of the most influential informal learning experiences that shape an individual's STEM identity development and encourage their pursuit of a STEM career. However, a recent literature review uncovers limited research regarding the development of engineering identity in young children.PurposeThe purpose of this study was to add to this scant literature by exploring how children position themselves as engineers and how children are positioned as engineers through interactions with parents and other adults within a program focused on family engagement within an engineering design process.MethodsThis study includes two parent–child dyads. We collected and analyzed approximately 19.5 h of video data of the two child–parent dyads interacting with one another throughout an engineering design process as part of an out‐of‐school program.ResultsResults highlight three ways in which the two children enacted various engineering identities through their positioning, negotiation, and acceptance and/or rejection of positionalities as they engaged in an engineering design process with a parent. These identity enactments included (a) possessing knowledge and authority to make decisions regarding the development of their self‐identified engineering problem and prototype; (b) questioning and challenging adult ideas, solutions, and construction of prototypes; and (c) documenting and communicating their thinking regarding the engineering design through sketches and notes.ConclusionsThe significance of this study lies in its potential to change the landscape of those who pursue an engineering career and to contribute to the limited research and ongoing conversations about how to foster environments that support families in creative and collaborative learning specific to the engineering discipline.

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Section: Discussionmentioning

confidence: 99%

Children's engineering identities‐in‐practice: An exploration of child–adult interactions in an out‐of‐school context

Simpson,

Knox,

Yang

2023

J of Engineering Edu

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“…In Arnesen's et al (2020) case study of student off-task behaviour in a NTLS, students who were highly ambitious, motivated and high achieving were found to engage in significant off-task practices. Nobody is watching but everything I do is measured is the provocative title adopted by Dargusch and Charteris (2018), who suggest that assessment creates accountability pressure and is effectively a form of silent governance. While they were referring to teacher autonomy, it could be suggested that the same holds for students, thus acting to limit the development of student agency.…”

Section: Moving Beyond the Mundane: A Complex Appreciation Of Student Agencymentioning

confidence: 99%

“…This is because it is output alone that is being recognised, examined and measured. If, for teachers, the 'only thing that counts is what can be counted', then the scope for genuine power-sharing with students is severely limited (Dargusch & Charteris, 2018), further exacerbated by the borderlessness of NTLS, becoming another 'problem' for teachers to manage. Arguably then, any suggestion of 'authentic agency' is a fiction.…”

Section: Moving Beyond the Mundane: A Complex Appreciation Of Student Agencymentioning

confidence: 99%

Student agency in Non-Traditional Learning Spaces: Life in-between and on the fringes

Benadé

Wells

Tabor-Price

2021

ACCESS: Contemporary Issues in Education

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Non-Traditional Learning Spaces (NTLS) boasting innovative building designs that embody an array of modern technology, visually and functionally sever schooling practices from the factory model, suggesting a reconceptualisation of what it is to ‘do school’ at the level of research and practice. This process of reconceptualisation includes reconceptualised pedagogical practice, and the development by students of spatial competency. In this regard, ‘student agency’ plays a significant role. For some years now, student agency has been prioritised by education policymakers and reformers alike, and it is a concept that has become central to questions relating to teacher practice and student life in NTLS. In this article, agency is construed as a contestable, politically domesticated construct that is reduced to student engagement with prescribed, mainstream and ‘official’ educational processes. We argue, instead, that the notion of student agency be taken beyond this sanitised usage, so that the broader complexity of agentic practices be understood. Understanding student agentic practice in NTLS is a critical dimension of the overall aim of more rigorously theorising spatiality, and in this article, we begin the task of considering how student agentic practices can be included in achieving that aim. Therefore, we discuss and explore the complexities of agentic student behaviour, considering where it is located in the complex relationship between the development of student spatial competence and mere compliance in NTLS.

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“…Sahlberg (2016) notes the variety in policy enactment in countries like the UK, USA, Australia and Canada. The 'relational and locally negotiated' nature of policy implementation and experience (Savage and O'Connor 2015, 610) is revealed in research which offers insights into the particular manifestation of the principles of marketisation, competition and accountability, in, for example, the USA, Australia and Sweden (Brathwaite 2017;Dargusch and Charteris 2018;Dahlstedt and Fejes 2019). Commonplace is the impact of reform on teachers (Ball 2003;Sahlberg 2016;Aderet-German, Segal, and Vedder-Weiss 2019), and significant for professional identity (Hall and McGinity 2015), pedagogy and practice (Bradbury 2018) and school leadership (Keddie 2017).…”

Section: Introductionmentioning

confidence: 99%

Primary teachers’ experiences of neo-liberal education reform in England: ‘Nothing is ever good enough’

Sturrock

2021

Research Papers in Education

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As the global neo-liberal reform movement in education continues to evolve, so does the simultaneous transfiguration of the profile and status of primary school teachers in England. Reform continues to delineate the aims and purpose of primary education in increasingly essentialist terms. This paper explores English primary school teachers' perceptions and experiences of teaching, and of being a teacher, in a period of considerable change. Extending the existing research literature about primary school teachers, it explores the progressively strategic nature of policy enactment and the tactics employed by teachers to manage conflicting demands. The paper draws upon rich qualitative data from two sets of interviews with 22 primary teachers employed in the South-East of England. Thematic analysis facilitated findings about teachers' encounters with, and responses to, neo-liberal policy reform, notably in relation to accountability and managerialism. The view that 'nothing is ever good enough' reflects recurrent data affirming the relationship between school leadership and teachers' demoralisation, as well as perceived reputational decline more broadly. Findings highlight the emergence of the primary practitioner as 'tactician', and of a particular brand of survivalism necessary for a context that acts to pedagogically and philosophically constrain the purpose of primary education.

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'Nobody is Watching but Everything I do is Measured': Teacher Accountability, Learner Agency and the Crisis of Control.

Cited by 3 publications

References 0 publications

Children's engineering identities‐in‐practice: An exploration of child–adult interactions in an out‐of‐school context

Children's engineering identities‐in‐practice: An exploration of child–adult interactions in an out‐of‐school context

Student agency in Non-Traditional Learning Spaces: Life in-between and on the fringes

Primary teachers’ experiences of neo-liberal education reform in England: ‘Nothing is ever good enough’

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