Border Crossings

Autor/in	MacBeath, John
Titel	Border Crossings
Quelle	In: Improving Schools, 12 (2009) 1, S.81-92 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480209104124
Schlagwörter	Stellungnahme; Foreign Countries; Teacher Morale; Teaching Methods; Accountability; Curriculum Development; Standards; Educational Innovation; Well Being; School Culture; Politics of Education; Social Justice; Policy Analysis; Learner Engagement; Disadvantaged Youth; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Teaching method; Lehrmethode; Unterrichtsmethode; Verantwortung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Standard; Instructional innovation; Bildungsinnovation; Well-being; Wellness; Wohlbefinden; Schulkultur; Schulleben; Educational policy; Bildungspolitik; Soziale Gerechtigkeit; Politikfeldanalyse; Benachteiligter Jugendlicher
Abstract	This article comments on international consequences of performativity cultures and curriculum standardization, focusing particularly on the situation in England. It highlights the divide between youth culture and school learning, and the particular damage for poorer students. It argues the impact of the English performativity regime on teacher morale and learner engagement, the negative effects of "workforce remodelling" and the problems arising from incoherent inclusion policies. Despite the problems caused by the policy regime, the article ends by highlighting innovative schools which have been courageous enough to swim against the tide. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10