Literaturnachweis - Detailanzeige
| Autor/inn/en | Kinsella, Victoria; Thorpe, Vicki |
|---|---|
| Titel | Re-Thinking Accountability Measures for Secondary School Arts in England: Lessons We Could Learn from New Zealand |
| Quelle | In: Arts Education Policy Review, 123 (2022) 4, S.205-217 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Kinsella, Victoria) ORCID (Thorpe, Vicki) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1063-2913 |
| DOI | 10.1080/10632913.2020.1848948 |
| Schlagwörter | Accountability; Art Education; Foreign Countries; Professionalism; Teaching Methods; Professional Autonomy; Secondary School Teachers; Comparative Education; Educational Policy; Teaching Experience; Teacher Attitudes; Academic Achievement; United Kingdom (England); New Zealand |
| Abstract | This paper, a critical examination of educational concepts, policies and practices, presents findings from research into the impact of accountability agendas on teacher professionalism and pedagogic practices. The study, theoretically framed through Halstead's notions of contractual and responsive accountability, and Gramsci's hegemonic practices, examined secondary arts teachers' pedagogical autonomy and professionalism in England and New Zealand. We provide an overview of current education policy contexts in both countries, and their impact upon secondary school arts education (years 11-16). Drawing from interview data from 15 England and New Zealand teachers, we offer a critique and innovative counter-narrative for the accountability measures currently dominating English schooling. Drawing together perspectives from both jurisdictions, we suggest more inclusive, democratic and responsive assessment and performative measures for the English context. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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