The Teacher as Street-Level Bureaucrat: Science Teacher's Discretionary Decision-Making in a Time of Reform
Saved in:
| Title: | The Teacher as Street-Level Bureaucrat: Science Teacher's Discretionary Decision-Making in a Time of Reform |
|---|---|
| Language: | English |
| Authors: | Hall, M. (ORCID |
| Source: | International Journal of Science Education. 2022 44(6):980-999. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Science Teachers, Decision Making, Educational Change, Science Curriculum, Elementary School Teachers, Secondary School Teachers, Foreign Countries, Professional Autonomy, Educational Policy, Teacher Role, Instructional Leadership, Teaching Methods |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/09500693.2022.2059588 |
| ISSN: | 0950-0693 1464-5289 |
| Abstract: | This article explores teacher discretion in the context of the English 2014 science curriculum and assessment reforms. The study positions primary and secondary school science teachers as "street-level bureaucrats" in which they are not just mere implementers of policy but instead pivotal actors with much agency. Through the analysis of questionnaire and interview data drawn from a sample of 26 science teachers in England, this empirical research advances our understanding of teachers' discretionary decision-making considering policy change and reform. The findings indicate that discretion varied, not simply between the secondary and primary sectors, but within each key stage. With the introduction of the new curriculum, secondary teachers expressed higher levels of autonomy and more discretion teaching key stage 3 than with key stage 4 and key stage 5. Despite this, we argue that it has become more difficult for teachers to circumvent the "rules" associated with the attainment measures in the ways that were previously possible. We conclude that the embodiment of teachers as street-level bureaucrats is not perfect as the boundaries around teacher's discretion and decision-making are heavily dependent on the school and national policy context, but it remains a useful theory in advancing our understanding of teacher. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1354420 |
| Database: | ERIC |
| Abstract: | This article explores teacher discretion in the context of the English 2014 science curriculum and assessment reforms. The study positions primary and secondary school science teachers as "street-level bureaucrats" in which they are not just mere implementers of policy but instead pivotal actors with much agency. Through the analysis of questionnaire and interview data drawn from a sample of 26 science teachers in England, this empirical research advances our understanding of teachers' discretionary decision-making considering policy change and reform. The findings indicate that discretion varied, not simply between the secondary and primary sectors, but within each key stage. With the introduction of the new curriculum, secondary teachers expressed higher levels of autonomy and more discretion teaching key stage 3 than with key stage 4 and key stage 5. Despite this, we argue that it has become more difficult for teachers to circumvent the "rules" associated with the attainment measures in the ways that were previously possible. We conclude that the embodiment of teachers as street-level bureaucrats is not perfect as the boundaries around teacher's discretion and decision-making are heavily dependent on the school and national policy context, but it remains a useful theory in advancing our understanding of teacher. |
|---|---|
| ISSN: | 0950-0693 1464-5289 |
| DOI: | 10.1080/09500693.2022.2059588 |
