Practising the public? Collaborative teacher inquiry in an era of standardization and accountability

Hardy, Ian

doi:10.1080/00220272.2017.1402958

Cited by 8 publications

(7 citation statements)

References 36 publications

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“…In this context, "teachers sometimes construed data in largely positive ways, and saw themselves as the 'trackers' of NAPLAN data" (p. 231). These authors talk about data dependence to mean that measurability becomes essential for many teachers to identify students' progress (Hardy, 2019) and refer to the 'allure of order' associated with more standardized measures, which more and more teachers welcome (Hardy 2018). Similarly, Falabella (2020) identifies a number of Chilean teachers who consider that the accountability system has brought "greater 'order', 'structure', and continuous monitoring and assessment along with 'rational planning' at the school and classroom level, as opposed to an instinctive, random, and improvised approach" (pp.…”

Section: Findings Market Modelmentioning

confidence: 99%

Teacher autonomy in the age of performance-based accountability: A review based on teaching profession regulatory models (2017-2020)

Parcerisa

Verger

Pagès

et al. 2022

EPAA

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In recent decades, the governance of educational systems has experienced dramatic changes in many countries. Schools have been given more autonomy whilst being held increasingly accountable at the central level through standardized testing and other forms of external evaluation. The mechanisms of performance-based accountability (PBA) and the consequences attached to test results vary. In high-stakes systems, teachers’ careers are more directly connected to students’ performance, and low performing schools might risk closure, whereas in lower-stakes systems, the official administrative consequences of accountability for school actors are more symbolic than material. The main aim of this paper is to understand the impact of different forms of PBA on teachers’ work from a comparative perspective. Most research on this topic is based on single-context case studies, which makes it difficult to understand the impact of policy factors and professional contexts in teachers’ decisions and autonomy. To address this challenge, we review recent investigations (2017-2020) on the topic and compare their findings in different teachers' regulatory contexts. The review includes 101 articles from the SCOPUS and Web of Science databases. We find that evidence on the impact of PBA on teachers’ perceptions and beliefs are variegated, and that the implications of PBA on teachers’ autonomy does not only depend on the level of accountability stakes, but on teachers’ professional regulation.

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Section: Findings Market Modelmentioning

confidence: 99%

Teacher autonomy in the age of performance-based accountability: A review based on teaching profession regulatory models (2017-2020)

Parcerisa

Verger

Pagès

et al. 2022

EPAA

View full text Add to dashboard Cite

show abstract

“…When implementing a standards-based curriculum, national evaluation through standardizing tests becomes central, meaning that the teachers and schools are held accountable to the parents and the state (Sleeter & Carmona, 2017). The standardization of curriculum entails a potential risk for a narrower and more instrumental view of teaching practices (Hardy, 2017).…”

Section: The Global As Part Of the Localmentioning

confidence: 99%

When transnational curriculum policy reaches classrooms – teaching as directed exploration

Wahlström

2018

Journal of Curriculum Studies

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The purpose of this article is to explore how education policy that is both enabled and constrained by transnational policy flows and national policy built up by social, cultural and historical traditions are enacted through curriculum at the classroom level. The focus is on how policy rationality embedded in the structure and content of curriculum is transformed into certain rationalities in classroom teaching. By understanding lessons as 'curriculum events', the study reveals a dominant classroom discourse of recitation and similar triadic communication patterns, which is in accordance with other classroom studies. However, in the article it is argued that the version of teaching that emerges in this study, interpreted in a broader context of an international standards movement, can be understood in terms of directed exploration based on the teacher's role as an explorer of what the students know, think and understand in relation to the acquisition of knowledge prescribed in the curriculum's knowledge requirements. Even though the form of recitation is well known, the reason for choosing this teaching repertoire is somewhat new and can be related to the teacher authoring a basic oral text in accordance with assessment standards.

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“…These demands include but are not limited to, using the various online platforms in teaching, and writing self-sufficient modules for offline learners. It is evident, then, that performative expectations, such as assessment, curricular enactment, and teaching practice, are increasingly influencing teachers' work and learning (Hardy, 2017). Hence, it is in this time of the academic demand to propose a recalibration of the instructional leadership and capitalize on its transformational facet.…”

Section: Introductionmentioning

confidence: 99%

“…Late-modern cultures are defined by mutual differences and the ability to define or modify views, values, and aspects of identity more than ever before (Alisch & Ritter, 2021). Habermas' notion of the public sphere is supplemented with the idea of communicative actions in it for all people to deliberate unreservedly for better understanding and attaining a common goal (Hardy, 2017). This concept has been incorporated in school settings wherein teachers comprise the important segment of multiple public spheres which empower members to affect decision-makers at all levels (Reid and Thomson, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…This concept has been incorporated in school settings wherein teachers comprise the important segment of multiple public spheres which empower members to affect decision-makers at all levels (Reid and Thomson, 2003). However, less is known about public spheres of teachers' practice (Hardy, 2017) not to mention the need to involve the teachers in school protocols, policies, and practices that enable them to exercise their discursive rights to participation (Martin, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Untitled

2022

IMRJ

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Instructional leaders' mental model of leadership and its implementation are of importance in augmenting the quality of the teaching and learning process. Assessing and monitoring teacher development are embedded in their practices. Yet less is proposed on resolving the usually passive role of teachers in their performance assessment using common standards that can limit the consultative skills of both parties. Hence, this study aimed to contextualize the Hamline Plan originally used in teaching the Liberal Arts with integrated Habermasian Public Spheres to exemplify discursive action between teachers and instructional leaders in the assessment process using autoethnographic research design. The study merged the concepts of the Hamline Plan and Public Spheres by Habermas in the context of instructional leadershipcapitalizing on the personal observation and experiences of the author as a teacher and as an instructional leader aiming to ameliorate the involvement of teachers in the teaching performance assessment. Thus, this is recommended to be rolled out and undergo cycles of implementation to possibly promote transformational instructional leadership in the country.

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Practising the public? Collaborative teacher inquiry in an era of standardization and accountability

Cited by 8 publications

References 36 publications

Teacher autonomy in the age of performance-based accountability: A review based on teaching profession regulatory models (2017-2020)

Teacher autonomy in the age of performance-based accountability: A review based on teaching profession regulatory models (2017-2020)

When transnational curriculum policy reaches classrooms – teaching as directed exploration

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