Show simple item record

dc.contributor.authorWilliams-Brown, Zeta
dc.contributor.authorJopling, Michael
dc.date.accessioned2020-02-13T12:36:46Z
dc.date.available2020-02-13T12:36:46Z
dc.date.issued2020-01-28
dc.identifier.citationWilliams-Brown, Z. and Jopling, M. (2020) ‘Measuring a plant doesn’t help it to grow’: teacher’s perspectives on the standards agenda in England, Education 3-13. https://doi.org/10.1080/03004279.2020.1717573en
dc.identifier.issn0300-4279en
dc.identifier.doi10.1080/03004279.2020.1717573en
dc.identifier.urihttp://hdl.handle.net/2436/623071
dc.description.abstract© 2020 ASPE. This paper reflects on the findings of two studies focused on teachers’ perspectives on the standards agenda. The original study was carried out in 2010–2011 and published in 2015 in Education 3–13 [Brown, Z., and K. Manktelow. 2015. “‘Perspectives on the Standards Agenda: Exploring the Agenda’s Impact on Primary Teachers’ Professional Identities.” Education 3-13 44 (1): 1–13]. The study was replicated in 2019 using the same methods to see if perspectives had changed almost a decade later. Q-methodology was used with UK primary school teachers to find commonalities of perspectives across the sample that may not have been apparent had more traditional data collection methods been used. The findings show that there remains a variation in perspectives on whether the standards outcomes provide constraint or flexibility. Teachers continue to hold negative positions and are frustrated by the importance placed on Statutory Assessment Tests (SATs). There was more resistance in the 2019 study to how the standards agenda has been translated into policy and the impact the tests have on children, especially those with Special Educational Needs and Disabilities. The paper concludes by critiquing the enduring use of SATs and suggests that the standards outcomes need to be rebalanced by focusing first and foremost on the wellbeing of all children.en
dc.formatapplication/pdfen
dc.languageen
dc.language.isoenen
dc.publisherInforma UK Limiteden
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/03004279.2020.1717573en
dc.subjectstandards agendaen
dc.subjectteachersen
dc.subjectprimaryen
dc.subjecteducationen
dc.title‘Measuring a plant doesn’t help it to grow’: teacher’s perspectives on the standards agenda in Englanden
dc.typeJournal articleen
dc.identifier.eissn1475-7575
dc.identifier.journalEducation 3-13en
dc.date.updated2020-02-12T14:26:17Z
dc.date.accepted2020-01-13
rioxxterms.funderJiscen
rioxxterms.identifier.projectUOW13022020ZWBen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en
rioxxterms.licenseref.startdate2021-07-28en
dc.source.volume2020
dc.source.beginpage1
dc.source.endpage14
dc.description.versionPublished version
refterms.dateFCD2020-02-13T12:35:50Z
refterms.versionFCDAM


Files in this item

Thumbnail
Name:
WilliamsBrown_Measuring_a_plan ...
Size:
740.7Kb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record

https://creativecommons.org/licenses/by-nc-nd/4.0/
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/