Student Access to the Curriculum in an Age of Performativity and Accountability: An Examination of Policy Enactment

Autor/inn/en	Harris, Richard; Courtney, Louise; Ul-Abadin, Zain; Burn, Katharine
Titel	Student Access to the Curriculum in an Age of Performativity and Accountability: An Examination of Policy Enactment
Quelle	In: Research Papers in Education, 35 (2020) 2, S.228-248 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harris, Richard) ORCID (Courtney, Louise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2019.1568528
Schlagwörter	Curriculum; Educational Policy; History Instruction; Accountability; Decision Making; Institutional Characteristics; Socioeconomic Influences; Academic Achievement; Equal Education; Low Achievement; Access to Education; Foreign Countries; Educational Change; Secondary School Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Politics of education; Bildungspolitik; History lessons; Geschichtsunterricht; Verantwortung; Decision-making; Entscheidungsfindung; Sozioökonomischer Faktor; Schulleistung; Unterdurchschnittliche Leistung; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Bildungsreform; Sekundarschüler
Abstract	The curriculum is often the target of reform and governments use a range of accountability measures to ensure compliance. This paper examines the decisions schools in England make regarding history provision, in a period of curriculum change, and the potential consequences of these decisions. Drawing on a large, longitudinal data set, of primary and secondary material, the study examines the relationship between the number of students entered for public examination in history in England and a range of situated and material factors. The data suggest that particular measures of accountability are effective in shaping school decision-making, but the type of school, socio-economic nature of the school intake, and students' prior attainment are also important factors in understanding the decisions made. This does result in an inequitable access to history education; this inequity exists between different types of schools and socio-economic areas, and is also evident within schools where students with low prior attainment are less likely to be allowed to study history. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01