Governing by Numbers: Local Effects on Students' Experiences of Writing

Autor/in	Spina, Nerida
Titel	Governing by Numbers: Local Effects on Students' Experiences of Writing
Quelle	In: English in Education, 51 (2017) 1, S.14-26 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1111/eie.12109
Schlagwörter	Governance; Neoliberalism; Achievement Tests; International Assessment; Foreign Countries; Standardized Tests; Secondary School Teachers; Creativity; Elementary School Teachers; National Competency Tests; Literacy; Teaching Conditions; Educational Policy; Commercialization; Numeracy; Accountability; Persuasive Discourse; Test Preparation; Writing Instruction; Drills (Practice); Institutional Characteristics; Student Attitudes; Ethnography; English Instruction; National Curriculum; Australia; Program for International Student Assessment; National Assessment Program Literacy and Numeracy + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Neo-liberalism; Neoliberalismus; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Standadised tests; Standardisierter Test; Kreativität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrbedingungen; Unterrichtsbedingungen; Politics of education; Rechenkompetenz; Verantwortung; Persuasion; Persuasive Kommunikation; Schreibunterricht; Schülerverhalten; Ethnografie; English langauage lessons; Englischunterricht; Australien
Abstract	The global neoliberal context and the emergence of new forms of 'governance by numbers' is now recognized as a ubiquitous educational phenomenon. In this context, large-scale assessments such as are used to justify marketised ideals of education that rely on comparison by numbers. In Australia, one of the key arguments for large scale standardised testing is that it increases transparency and provides parents and policy makers with important data; and that it ultimately drives student achievement. Although standardised assessments purport to improve transparency, limited attention is given to how the quantification of education changes the nature of teachers' work. This institutional ethnographic study investigated how student achievement data on standardised tests served to reorient the work of teachers in six Australian schools. As educators increased their efforts to 'improve their data' these efforts limited alternative curriculum and pedagogic possibilities, such as fostering student creativity in the teaching of writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01