Threshold Assessment and Performance Management: Modernizing or Masculinizing Teaching in England?

Autor/inn/en	Mahony, Pat; Hextall, Ian; Menter, Ian
Titel	Threshold Assessment and Performance Management: Modernizing or Masculinizing Teaching in England?
Quelle	In: Gender and Education, 16 (2004) 2, S.131-149 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
Schlagwörter	Quantitative Daten; Foreign Countries; Statistical Data; Management Systems; School Districts; Educational Policy; Case Studies; Gender Issues; Teaching (Occupation) + Suchen Sie Ihr Suchwort? Ausland; School district; Schulbezirk; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Geschlechterfrage; Teaching; Lehrberuf
Abstract	The paper reports on aspects of an ESRC project, "The impact of Performance 'Threshold Assessment' on teachers' work" (ESRC R000239286). The paper begins by explaining the nature and technology of "Threshold Assessment," and its location nationally within the performance management system recently introduced into schools in England. We review the monitoring procedures adopted for Round 1 of "Threshold" and draw attention to the limitations of such statistical data as are available. We locate "Threshold" within recent international developments characterised by managerialism and the culture of performativity that have increasingly come to dominate both the nature of policy-making and definitions of 'professionalism'. Drawing on interview material gained from thirteen case studies carried out in primary and secondary schools and in Local Education Authorities, we analyse the ways in which "Threshold Assessment" carries different significance for women and men teachers, heads and threshold assessors. We conclude that the new policies represent a further step towards the masculinization of education. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10