Teaching under the new Taylorism: high‐stakes testing and the standardization of the 21<sup>st</sup>century curriculum

Au, Wayne

doi:10.1080/00220272.2010.521261

Cited by 426 publications

(321 citation statements)

References 36 publications

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“…(Au, 2011;Trujillo, 2014). A seguir, então as ideias e práticas mais comuns, transferidas do setor corporativo (Hood, 1991;Bottery, 1996;Ward, 2011): • A introdução de mercados e quase-mercados dentro e entre as organizações públicas (por exemplo, escolas);…”

Section: Um Novo Regime De Governo: Transferindo Diretores De Adminisunclassified

Privatizando subjetividades: como a Nova Gestão Pública (NGP) está criando o “novo” profissional da educação

Anderson¹

2017

RBPAE

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Resumo: Este estudo apresenta uma análise crítica de como o ensino e a gestão vem sendo rearticulada pelas políticas neoliberais e pelas práticas da nova gestão política. Analisa essas mudanças nos setores sociais e compara com políticas internacionais. Essas novas organizações flexíveis fazem parte de um crescente modelo de negócios neoliberal que alguns teóricos sociais atribuem uma inautenticidade crescente nas organizações (Sennett, 1998), desenvolvem maior flexibilidade para responder aos mercados e não para satisfazer as necessidades humanas daqueles que trabalham neles. O estudo concluiu que o modelo concorrencial de gestão escolar não está mudando apenas o que os profissionais fazem, mas sim quem eles são. A concorrência está reconstruindo suas próprias identidades, tanto pessoais como profissionais. _____________________________________________________________ Palavras-chave: Políticas Públicas Educacionais; Nova Gestão Pública; meritocracia Abstract: This study presents a critical analysis of how education and management have been re-articulated by neoliberal policies and practices of new political management. It analyzes these changes in the social sectors and compares them with international policies. These new flexible organizations are part of a growing model of neoliberal business to which some social theorists attribute a growing inauthenticity in organizations (Sennett, 1998), and a development of greater flexibility to respond to the markets and not to satisfy the human needs of those who work in these markets. The study concluded that the competitive model of school management is not only changing what professionals do but who they are. Competition is rebuilding their own identities, both personal and professional. _____________________________________________________________ Keywords: Public educational policies; New Public Management; meritocracy.Resumen: Este estudio presenta un análisis crítico de cómo la enseñanza y la gestión están siendo (re)articuladas por las políticas neoliberales y por las prácticas de la nueva gestión política. Analiza esos cambios en los sectores sociales y compara con políticas internacionales. Esas nuevas organizaciones flexibles 1 Tradução de Luísa de Assis Vieira, graduada em Letras /Inglês (UFG).

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Section: Um Novo Regime De Governo: Transferindo Diretores De Adminisunclassified

Privatizando subjetividades: como a Nova Gestão Pública (NGP) está criando o “novo” profissional da educação

Anderson¹

2017

RBPAE

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“…To cite John Stuart Mill (1859, 18) from On Liberty: 'If all mankind minus one were of one opinion, mankind would be no more justified in silencing that one person than he, if he had the power, would be justified in silencing mankind. ' A more extreme position towards commoditisation of higher education in the information age, commonly called 'new' or 'digital' Taylorism 3 (Au 2011;Parenti 2001) can be observed through the below extended quote, excerpted from a blog titled 'The economic advantage of online education' posted on the Huffington Post, 16 February 2012 by the dean of a prominent US faculty, outlining an 'assembly line in higher education':…”

Section: The Higher Education Paradox Of Flipped Classrooms and Digitmentioning

confidence: 99%

Rise of the Digitized Public Intellectual: Death of the Professor in the Network Neutral Internet Age

Lange

2015

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The centralised discourse claiming ownership of 'knowledge' and 'higher education' seems to be declining as the decentralising discourse extolling open source software and informal social network communication are emerging: yet the two are complementary when higher education is seen as a commodity. Thus, in the internet age of the twenty first century there is no consistent narrative to identify what a 'higher education' consists of. J. F. Lyotard famously predicted in The Post Modern Condition that the commercialised computer age would 'sound the knell' of the professor. Lyotard understood that in order to begin to philosophise about higher education in an era of computerisation, the gatekeeper of knowledge role traditionally attributed to professors through a university title must first be rendered illegitimate. Lyotard did not envision, however, what a higher education might look like within the network neutral internet space, where the difference between 'higher' and 'public' education can be reduced through open accessibility to, and shared construction of, knowledge. Embracing a Socratic model of public discourse that openly challenges an epistemology of consensus, network neutrality has the potential to redefine the role of professors as fiduciaries of education across society, even globally. The resulting academic equality between professors and the public recreates the university as a boundless meeting space for public dialogue, and the professor as a digitized public intellectual.

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“…Teacher evaluations and compensation are often tied to the performance of their students. This type of pressure has a trickledown effect, and can often be traced to those in higher authority at the district and state level (Au, 2011;Ravitch, 2010;Shea & Ceprano, 2013).…”

Section: Sources Of Anxietymentioning

confidence: 99%

Test anxiety in school-age children: An examination of a national epidemic

Scott¹,

Lamb²,

Bentley³

et al. 2018

GJGC

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Test anxiety has long been an issue with students, parents and in schools on a global level. Many students are becoming overwhelmed with the increased demands placed on test preparation and test performance. Accountability measures have become a major priority, with school children enduring standardised testing annually from grades 3-8, and once more in high school. This article will explore the many facets of test anxiety, what some schools are doing to try to reduce the anxiety and interventions, so that counsellors can use in their work with students.

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Teaching under the new Taylorism: high‐stakes testing and the standardization of the 21^stcentury curriculum

Cited by 426 publications

References 36 publications

Privatizando subjetividades: como a Nova Gestão Pública (NGP) está criando o “novo” profissional da educação

Privatizando subjetividades: como a Nova Gestão Pública (NGP) está criando o “novo” profissional da educação

Rise of the Digitized Public Intellectual: Death of the Professor in the Network Neutral Internet Age

Test anxiety in school-age children: An examination of a national epidemic

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Teaching under the new Taylorism: high‐stakes testing and the standardization of the 21stcentury curriculum

Cited by 426 publications

References 36 publications

Privatizando subjetividades: como a Nova Gestão Pública (NGP) está criando o “novo” profissional da educação

Privatizando subjetividades: como a Nova Gestão Pública (NGP) está criando o “novo” profissional da educação

Rise of the Digitized Public Intellectual: Death of the Professor in the Network Neutral Internet Age

Test anxiety in school-age children: An examination of a national epidemic

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Teaching under the new Taylorism: high‐stakes testing and the standardization of the 21^stcentury curriculum