Governing Teacher Learning: Understanding Teachers' Compliance with and Critique of Standardization

Autor/in	Hardy, Ian
Titel	Governing Teacher Learning: Understanding Teachers' Compliance with and Critique of Standardization
Quelle	In: Journal of Education Policy, 33 (2018) 1, S.1-22 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2017.1325517
Schlagwörter	Criticism; Governance; Educational Policy; Policy Analysis; Standards; Foreign Countries; Academic Achievement; Compliance (Psychology); Teacher Attitudes; Faculty Development; Teacher Effectiveness; Reading Tests; Mathematics Tests; Teacher Collaboration; Learning Processes; National Competency Tests; National Curriculum; Elementary School Teachers; Elementary School Students; Australia + Suchen Sie Ihr Suchwort? Kritik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; Politikfeldanalyse; Standard; Ausland; Schulleistung; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lesetest; Lehrerkooperation; Learning process; Lernprozess; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien
Abstract	This paper examines how policy pressure for increased performance on standardised measures of student achievement influenced the teacher learning practices that arose in a school setting in Queensland, Australia. Drawing upon research and theorising of governing by numbers, and applications to the governance of education, and particularly teachers' learning, the research analyses how a group of Year 3 teachers collaborated to better inform themselves about the nature of their students' learning. The research reveals that the governance of teachers' learning under current policy conditions was manifest through both teachers' compliance with and critique of a strong focus upon school, regional, state and national data--specifically, students' attainment in "leveled" readers and other school-based standardised measures of reading and mathematics, and school, state and regional results on national literacy and numeracy tests. There is little research that highlights the tensions around these numbers as governing technologies in relation to specific formal, ongoing instances of teacher professional development practices. The research cautions against the influence of such governing processes for how they potentially narrow teachers' attention to more standardized measures of students' learning, even as teachers may critique these more reductive effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01