To resist, or to align? The enactment of data-based school governance in Italy

Landri, Paolo

doi:10.1007/s11092-021-09367-7

Cited by 15 publications

(9 citation statements)

References 30 publications

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“…In agreement with research on policy enactment, the paper highlights how data and accountability policies are always locally enacted by education professionals (see e.g., Ball, 2016;Landri, 2021). Consequently, the interviews demonstrate large differences between how datafied structurations are influencing the practices of databased governance in the four states as well as differences between supervisors' approaches to 'data-based supervision.…”

Section: Discussionsupporting

confidence: 52%

“…At the same time, scholars emphasize that datafication does not directly determine practice. Instead, such policy pressures are always enacted by actors on the ground (Landri, 2021). For example, focusing on individual teachers or schools, researchers observe varying responses from 'passive resistance,' 'cynical compliance' and 'muddling through' to 'begrudging acceptance' and alignment, as well as work-around practices, fabrications, data manipulation and other unintended effects (Thompson & Cook, 2014;Selwyn, Henderson & Chao, 2015;Landri, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Instead, such policy pressures are always enacted by actors on the ground (Landri, 2021). For example, focusing on individual teachers or schools, researchers observe varying responses from 'passive resistance,' 'cynical compliance' and 'muddling through' to 'begrudging acceptance' and alignment, as well as work-around practices, fabrications, data manipulation and other unintended effects (Thompson & Cook, 2014;Selwyn, Henderson & Chao, 2015;Landri, 2021). Another example of these ambivalences is the coexistence of contradictory logics of critique and acceptance of data (a 'double-think' of data) in the minds of individual educators, for whom data is "worthless yet important, unnecessary yet indispensable, distracting but beneficial" (Hardy & Lewis, 2017, p. 682).…”

Section: Introductionmentioning

confidence: 99%

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The practices of data-based governance: German school supervision, professionalism and datafied structurations

Dabisch¹

2023

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With the international rise of data-based education governance, Germany has equally seen an increasing prevalence of data in school governance. This includes the datafication of school supervision (‘Schulaufsicht’) which supports and simultaneously controls schools. The study explores how school supervisors’ practices are (in-)formed by their datafied structurations (such as platforms, data overviews, etc.) and their professional self-perceptions. The article draws on qualitative interviews with ten school supervisors in four German states. The findings suggest that datafied structurations are widely used and influential (especially with regards to quality assurance meetings). At the same time, the supervisors continuously re-contextualize and qualify the datafied structuration. Furthermore, the interviewees highlight the importance of other knowledge sources and a trusting relationship between schools and school supervisors. In general, how datafied structurations influence supervisory practices depends highly on how supervisors perceive their profession.

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Section: Discussionsupporting

confidence: 52%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The practices of data-based governance: German school supervision, professionalism and datafied structurations

Dabisch¹

2023

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“…However, other stronger mediating factors should be considered, and appear to be related to the school organizational level (collaborative culture and learning environment) as well as to teacher level factors, including self-efficacy (Paletta et al 2020, p. 156). Other authors also support the idea of organizational and "professional school cultures" as well as "school singularities" as mediating factors resulting in diverging responses of the accountability mandate in Italy (Landri, 2021).…”

Section: Bureaucratic Modelmentioning

confidence: 75%

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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“…The argument, in this case, is that pervasive datafication is shaping the culture and practice of school supervision, which is an area distinct from teaching but still a central and established form of expert educational practice. The notion of structuration assumes that data and platforms exercise an influence on agency, but Dabisch is well aware of the deterministic pitfall lying in this argument, so he rightly acknowledges the contextual factors and subjective dispositions that moderate professional enactments (see also Landri, 2021). A familiar tension is thus played out with the supervisors adding interpretative nuance to the datafied formations.…”

mentioning

confidence: 99%

Afterword: Platformed professional(itie)s and the ongoing digital transformation of education

Perrotta¹

2023

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To resist, or to align? The enactment of data-based school governance in Italy

Cited by 15 publications

References 30 publications

The practices of data-based governance: German school supervision, professionalism and datafied structurations

The practices of data-based governance: German school supervision, professionalism and datafied structurations

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

Afterword: Platformed professional(itie)s and the ongoing digital transformation of education

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