What’s wrong with ‘deliverology’? Performance measurement, accountability and quality improvement in English secondary education

Gewirtz, Sharon; Maguire, Meg; Neumann, Eszter; Towers, Emma

doi:10.1080/02680939.2019.1706103

Cited by 40 publications

(25 citation statements)

References 40 publications

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“…These latter views point to potential discrepancies in evidence-use practices that might exist amongst different types of position-holders in policymaking processes; that evidence-use practices are related to the position of individuals or organisations within the ensemble of power. They are also indicative of evidence-use as a mechanism for accountability, thus mirroring the drive for accountability in the education system (Gewirtz et al, 2019). That is to say, the use of evidence as proof resonates with "a neoliberal faith in the fact that those key features of the world worth measuring can be objectively evaluated and expressed numerically in this act of accountability" (Hursh et al, 2015, p. 306).…”

Section: Evidencementioning

confidence: 98%

“…In this educational context, schools experience intense pressure to achieve high student attainment and inspection results. Amidst such 'high-stakes' concerns teachers freedoms are limited (Gewirtz et al, 2019) and other aspects of education are side-lined.…”

Section: The Sdgs Recommit the World To Sustainable Developmentmentioning

confidence: 99%

“…The analysis points to a well-established network with science, education and influencing expertise and a "strong and unified voice" (Alannah), at least on the surface. Participants described how this influence, coupled with the esteem for scientists and engineers in the workforce, permeated the education system: discipline-based teacher education recruited science graduates; universities influenced discipline-based organisations and schools to ensure that students finished school with high levels of disciplinary knowledge; and, as discussed previously, the pressure to meet university expectations was passed on through exam boards to A-Levels, GCSEs and down through the curriculum (Gewirtz et al, 2019).…”

Section: Sciencementioning

confidence: 99%

See 2 more Smart Citations

Governmentalities of climate change education in England: Perspectives from history, policy and position-holders

Greer

2021

Environmental Education Research

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Recent civil action in England, and internationally, has called for more climate change education. Such calls for 'more' might well be met with the retort 'of what?', for as scholars have recognised, there is little consensus on what climate change education entails. Meanwhile, research gaps exist when it comes to understanding nation-level policy responses to climate change education.Responding to such gaps and appeals, this thesis presents an examination of the climate change education policy landscape in England and offers new insight into how the current situation has come to be, such that progress might be made.The research, which is theoretically framed by Foucault's concept of governmentalities and his analytical instruments of policy historiography and policy archaeology, sets out to examine the rules that govern climate change education in England. It submits a history of the present of climate change education in England, exploring political events and transformations since the emergence of environmental education in the 1960s; a period coinciding with a 'climate as catastrophe' discourse. ContentsAcknowledgements .

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Section: Evidencementioning

confidence: 98%

Section: The Sdgs Recommit the World To Sustainable Developmentmentioning

confidence: 99%

Section: Sciencementioning

confidence: 99%

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Governmentalities of climate change education in England: Perspectives from history, policy and position-holders

Greer

2021

Environmental Education Research

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“…Quality assurance is about convincing others about the adequacy of that processes of learning. (Harvey, 2007, p. 5) This distinction is often absent in discussions about education and teacher education, where the focus on quality orientates around discussions of the most appropriate metrics, and indicators, rather than the learning itself (Bartell, Floden & Richmond, 2018;Firestone & Donaldson, 2019;Gewirtz et al, 2019;Skedsmo & Huber, 2019). Harvey distinguishes between definitions of quality and that of standards (see Table 1).…”

Section: Different Ways Of Understanding Qualitymentioning

confidence: 99%

The quality conundrum in initial teacher education

Brooks¹

2021

Teachers and Teaching

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Despite attempts to define quality in initial teacher education (ITE), consensus remains elusive. Harvey highlights how, in higher education, there is confusion between quality, standards and quality assurance. Examination of the quality indicators in ITE reveals an over-emphasis on standards rather than its transformative potential. Original research into the ITE practice of five universities in different international settings analyses the quality discourses evident in stakeholder interviews, observations and documentation on the practice of teacher education; two examples are used as illustrative accounts. The analysis reveals how teacher educators adjust their practice to the different quality discourses. The discourses emerging from both universities and accountability mechanisms focus on measures of quality assurance, standards, or value for money, and underplay the transformational dimension of ITE. This presents a quality conundrum: indicators aimed at making ITE better actually make transformation more challenging. Without recognition of its transformative and educative potential, the contribution of university-based teacher education will likely remain under-recognised, under-valued and poorly understood.

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“…In England, the teachers' discussions of ethical global issues pedagogy related strongly to the high stakes testing culture 5 . While it presents a significant constraint to teachers (e.g., Gewirtz et al, 2019), a surprising finding was how the HEADSUP tool supported them to be creative and strategic within this culture. A participant in London expressed this:…”

Section: Surprising Mediations Of Policy Culture and Contextmentioning

confidence: 99%

Decolonial options and foreclosures for global citizenship education and education for sustainable development

Pashby¹,

Sund²

2020

NJCIE

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This article builds from scholarship in Environmental and Sustainability Education and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power (Mignolo, 2018). It reports on findings from a study with secondary and upper secondary school teachers in England, Finland, and Sweden who participated in workshops drawing on the HEADSUP (Andreotti, 2012) tool which specifies seven repeated and intersecting historical patterns of oppression often reproduced through global learning initiatives. Teachers reacted to and discussed the tool and considered how it might be applied in their practice. The paper reviews two of the key findings: a) the relationship between formal and nonformal global education and mediation of mainstream charity discourses, and b) emerging evidence of how national policy culture and context influence teachers’ perceptions in somewhat surprising ways.

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What’s wrong with ‘deliverology’? Performance measurement, accountability and quality improvement in English secondary education

Cited by 40 publications

References 40 publications

Governmentalities of climate change education in England: Perspectives from history, policy and position-holders

Governmentalities of climate change education in England: Perspectives from history, policy and position-holders

The quality conundrum in initial teacher education

Decolonial options and foreclosures for global citizenship education and education for sustainable development

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