Digital Methodologies of Education Governance: Pearson plc and the Remediation of Methods

Autor/in	Williamson, Ben
Titel	Digital Methodologies of Education Governance: Pearson plc and the Remediation of Methods
Quelle	In: European Educational Research Journal, 15 (2016) 1, S.34-53 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904115612485
Schlagwörter	Governance; Educational Administration; Data Analysis; Data Collection; Academic Achievement; Computer Software; Decision Making; Educational Policy; Policy Formation; Teaching Methods; Pattern Recognition; Learning Processes; Interaction; Electronic Publishing; Publishing Industry; Statistical Analysis + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Auswertung; Data capture; Datensammlung; Schulleistung; Decision-making; Entscheidungsfindung; Politics of education; Politische Betätigung; Teaching method; Lehrmethode; Unterrichtsmethode; Mustererkennung; Learning process; Lernprozess; Interaktion; Elektronisches Publizieren; Statistische Analyse
Abstract	This article analyses the rise of software systems in education governance, focusing on digital methods in the collection, calculation and circulation of educational data. It examines how software-mediated methods intervene in the ways educational institutions and actors are seen, known and acted upon through an analysis of the methodological complex of Pearson Education's Learning Curve data-bank and its Center for Digital Data, Analytics and Adaptive Learning. This calls for critical attention to the "social life" of its methods in terms of their historical, technical and methodological provenance; their affordances to generate data for circulation within the institutional circuitry of Pearson and to its wider social networks; their capacity to configure research users' interpretations; and their generativity to produce the knowledge to influence education policy decisions and pedagogic practices. The purpose of the article is to critically survey the digital methods being mobilized by Pearson to generate educational data, and to examine how its methodological complex acts to produce a new data-based knowledge infrastructure for education. The consequence of this shift to data-based forms of digital education governance by Pearson is a challenge to the legitimacy of the social sciences in the theorization and understanding of learning, and its displacement to the authority of the data sciences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01