Education Policy-Making and Time
Saved in:
| Title: | Education Policy-Making and Time |
|---|---|
| Language: | English |
| Authors: | Thompson, Greg, Cook, Ian |
| Source: | Journal of Education Policy. 2014 29(5):700-715. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Educational Policy, Policy Formation, High Stakes Tests, Global Approach, Educational Quality, Teacher Effectiveness, Scores, Teacher Evaluation, International Education, Educational Philosophy, Educational Theories, Time Perspective, Accountability, Discipline, Management Information Systems, Databases, Habit Formation, Foreign Countries |
| Geographic Terms: | Australia |
| DOI: | 10.1080/02680939.2013.875225 |
| ISSN: | 0268-0939 |
| Abstract: | This paper examines the global policy convergence toward high-stakes testing in schools and the use of test results to "steer at a distance", particularly as it applies to policy-makers' promise to improve teacher quality. Using Deleuze's three syntheses of time in the context of the Australian policy blueprint Quality Education, this paper argues that using test scores to discipline teaching repeats the past habit of policy-making as continuing the problem of the unaccountable teacher. This results in local policy-making enfolding test scores in a pure past where the teacher-as-problem is resolved through the use of data from testing to deliver accountability and transparency. This use of the database returns a digitised form of inspection that is a repetition of the habit of teacher-as-problem. While dystopian possibilities are available through the database, in what Deleuze refers to as a control society, for us the challenge is to consider policy-making as a step into an unknown future, to engage with producing policy that is not grounded on the unconscious interiority of solving the teacher problem, but of imagining new ways of conceiving the relationship between policy-making and teaching. |
| Abstractor: | As Provided |
| Number of References: | 45 |
| Entry Date: | 2014 |
| Accession Number: | EJ1032868 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1032868 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Education Policy-Making and Time – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Thompson%2C+Greg%22">Thompson, Greg</searchLink><br /><searchLink fieldCode="AR" term="%22Cook%2C+Ian%22">Cook, Ian</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+Policy%22"><i>Journal of Education Policy</i></searchLink>. 2014 29(5):700-715. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 16 – Name: DatePubCY Label: Publication Date Group: Date Data: 2014 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Evaluative – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Policy+Formation%22">Policy Formation</searchLink><br /><searchLink fieldCode="DE" term="%22High+Stakes+Tests%22">High Stakes Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Global+Approach%22">Global Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Evaluation%22">Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22International+Education%22">International Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Philosophy%22">Educational Philosophy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Theories%22">Educational Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Perspective%22">Time Perspective</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Management+Information+Systems%22">Management Information Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Databases%22">Databases</searchLink><br /><searchLink fieldCode="DE" term="%22Habit+Formation%22">Habit Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/02680939.2013.875225 – Name: ISSN Label: ISSN Group: ISSN Data: 0268-0939 – Name: Abstract Label: Abstract Group: Ab Data: This paper examines the global policy convergence toward high-stakes testing in schools and the use of test results to "steer at a distance", particularly as it applies to policy-makers' promise to improve teacher quality. Using Deleuze's three syntheses of time in the context of the Australian policy blueprint Quality Education, this paper argues that using test scores to discipline teaching repeats the past habit of policy-making as continuing the problem of the unaccountable teacher. This results in local policy-making enfolding test scores in a pure past where the teacher-as-problem is resolved through the use of data from testing to deliver accountability and transparency. This use of the database returns a digitised form of inspection that is a repetition of the habit of teacher-as-problem. While dystopian possibilities are available through the database, in what Deleuze refers to as a control society, for us the challenge is to consider policy-making as a step into an unknown future, to engage with producing policy that is not grounded on the unconscious interiority of solving the teacher problem, but of imagining new ways of conceiving the relationship between policy-making and teaching. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 45 – Name: DateEntry Label: Entry Date Group: Date Data: 2014 – Name: AN Label: Accession Number Group: ID Data: EJ1032868 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1032868 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02680939.2013.875225 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 700 Subjects: – SubjectFull: Educational Policy Type: general – SubjectFull: Policy Formation Type: general – SubjectFull: High Stakes Tests Type: general – SubjectFull: Global Approach Type: general – SubjectFull: Educational Quality Type: general – SubjectFull: Teacher Effectiveness Type: general – SubjectFull: Scores Type: general – SubjectFull: Teacher Evaluation Type: general – SubjectFull: International Education Type: general – SubjectFull: Educational Philosophy Type: general – SubjectFull: Educational Theories Type: general – SubjectFull: Time Perspective Type: general – SubjectFull: Accountability Type: general – SubjectFull: Discipline Type: general – SubjectFull: Management Information Systems Type: general – SubjectFull: Databases Type: general – SubjectFull: Habit Formation Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Australia Type: general Titles: – TitleFull: Education Policy-Making and Time Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Thompson, Greg – PersonEntity: Name: NameFull: Cook, Ian IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 0268-0939 Numbering: – Type: volume Value: 29 – Type: issue Value: 5 Titles: – TitleFull: Journal of Education Policy Type: main |
| ResultId | 1 |
