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dc.contributor.authorWilliams-Brown, Zeta
dc.contributor.authorJopling, Michael
dc.date.accessioned2022-01-13T11:54:15Z
dc.date.available2022-01-13T11:54:15Z
dc.date.issued2022-01-05
dc.identifier.citationBrown, Z. and Jopling, M. (2021) “Children are more than just a statistic. Education is more than government outlines”: Primary teachers’ perspectives on the standards agenda in England. Educationalfutures, [online] Vol. 12(1). Available at: https://educationstudies.org.uk/?p=16042en
dc.identifier.issn1758-2199en
dc.identifier.urihttp://hdl.handle.net/2436/624541
dc.description© 2021 The Authors. Published by British Education Studies Association. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: https://educationstudies.org.uk/?p=16042en
dc.description.abstractThis paper focuses on qualitative findings from a study that investigated primary teachers’ perspectives on the standards agenda in England. Q-methodology was used to investigate the complexity of their perspectives. The study’s Q-methodology findings are published in Education 3-13 (Williams-Brown and Jopling, 2021). This paper focuses on qualitative responses from this study that were completed after the Q-methodology card sort. It focuses on teachers’ overall perspectives on the standards agenda and statements from the card sort that were placed by five participants or more in the extreme columns of the distribution grid. Findings from the study evidence that teachers were not opposed to standards and accountability, but they voiced a variety of concerns that did not focus solely on SATs. These include concerns about perceptions of achievement, experiences of assessment and measures taken to hold teachers and schools accountable for their actions. Teachers did also emphasise concerns with SATs and discussed the need for objectives to be inclusive and consider the needs of children with SEND. The paper concludes by questioning whether this is the time to reconsider standards agenda objectives.en
dc.formatapplication/pdfen
dc.language.isoenen
dc.publisherBritish Education Studies Associationen
dc.relation.urlhttps://educationstudies.org.uk/?p=16042en
dc.subjectstandards agendaen
dc.subjectprimary educationen
dc.subjectteachersen
dc.title"Children are more than just a statistic. Education is more than government outlines": Primary teachers' perspectives on the standards agenda in Englanden
dc.typeJournal articleen
dc.identifier.journalEducationalfuturesen
dc.date.updated2022-01-12T11:21:54Z
dc.date.accepted2021-12-06
rioxxterms.funderUniversity of Wolverhamptonen
rioxxterms.identifier.projectUOW13012022ZWen
rioxxterms.versionVoRen
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc/4.0/en
rioxxterms.licenseref.startdate2022-01-13en
dc.source.volume12
refterms.dateFCD2022-01-13T11:52:32Z
refterms.versionFCDVoR
refterms.dateFOA2022-01-13T11:54:15Z


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