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The curriculum is often the target of reform and governments use a range of accountability measures to ensure compliance. This paper examines the decisions schools in England make regarding history provision, in a period of curriculum change, and the potential consequences of these decisions. Drawing on a large, longitudinal data set, of primary an...
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This article is based on qualitative research with adult literacy practitioners and learners in the north of England. I draw on interview and focus group data to identify their perspectives on adult literacies and compare these with the understandings of literacy on which current policy-making for adult literacy in England is based. The research re...
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... In terms of curriculum development, the pressures of performativity can lead to an overemphasis on quantifiable outcomes, potentially marginalizing ICH education. Educators, driven by the need to achieve assessment results, might favor subjects that offer more tangible achievements, which in turn can reduce the focus on the cultural heritage aspects of the curriculum (Nicholl & McLellan, 2008;Harris et al., 2019). ...
... Regarding teacher autonomy, teachers often find themselves caught between the demands of performativity and their professional commitment to deliver culturally rich and relevant lessons. This dichotomy can limit their ability to integrate ICH meaningfully into their teaching, as they may feel restricted by external accountability measures (Harris et al.,2019). ...
... The impact of the ICH policy on educational practices aligns with the broader discourse on student access to the curriculum in an age of performativity and accountability, as examined by Harris et al. (2019). Their research underscores the tension between the need for educational access and the pressures of performative accountability, a tension that is palpable in the responses of educators and students in our study. ...
This study explores the global significance of China's intangible cultural heritage (ICH) education policy in higher education, using the ICH Studies program at Nanjing Arts Institute as a case study. It employs a mixed-methods approach to analyze the curriculum's impact on students' cultural consciousness and their role in cultural heritage preservation. The research reveals that China's ICH education policy significantly shapes students'professional development and active participation in heritage conservation. It also suggests that such policies can serve as a model for global cultural exchange and heritage promotion. The study concludes with recommendations for integrating ICH education into international educational policies to foster cross-cultural understanding and heritage preservation.
... With the rapid change in science and technology, Indonesia, through the Ministry of Education, Culture, Research, and Technology, launched the latest curriculum, Curriculum Merdeka. The Indonesian government believes the curriculum can accommodate various perspectives of knowledge, enjoyment of learning, student potential, and attitudes to achieve 21st-century skills [5], [6]. ...
Curriculum change is an essential educational milestone, which often aims to align the education system with the needs of continuously developing society and global trends. This research aims to identify teachers' challenges in designing learning after curriculum changes. The research design uses quantitative description. The respondents were 214 elementary school teachers in six Central Java, Indonesia cities. An online questionnaire form created using Google Forms is used to collect data. Data was taken using a survey and analyzed descriptively. This instrument consists of 3 (three) parts: (1) teacher challenges regarding curriculum changes, (2) the teacher's ability to design learning, and (3) knowledge and competence about and in using the LMS. The study results show that the biggest challenge for teachers lies in management, experience, and references in implementing the new curriculum, even though their readiness is high. Teachers need supporting facilities like a learning management system (LMS) to help them design lessons and develop learning modules. The majority of teachers are familiar with using LMS, so LMS can be a solution to adapt to teacher challenges. Using LMS to create teaching modules can increase the effectiveness and efficiency of all teacher activities at every level of education. It is hoped that the findings of this research can serve as a guide for educators, researchers, educational technology creators, and governments in exploring and developing new ways to support teachers' work, from planning to assessing learning tools. They can easily upload materials, create assignments and tests, and provide feedback to students.
... The lowest school track, called 'Hauptschule', is attended by students with lower academic achievement and leads to a lower qualification for only limited job areas. Results of the PISA study (OECD 2020; Reiss et al. 2019) and some other studies (Harris et al. 2020;Mullis et al. 2020; see also Behr and Fugger 2020) have coherently shown that immigrant students were less likely to attend higher school tracks, which largely depended on their socio-economic endowment. For instance, results of the PISA study (OECD 2020; Reiss et al. 2019) demonstrated that immigrant students exhibited a higher reading self-concept than their native-born peers in 18 countries, even when controlling for their socio-economic status and achievement. ...
... Policy enactment is often problematic when no accountability measures are in place to ensure compliance (Harris et al., 2020). Mary (p. ...
This dissertation examined the experiences of guidance counselors in enacting educational equity policies in one district school board and eight secondary schools in Ontario; and three school districts and eight secondary schools in Trinidad and Tobago (T&T). In Ontario, the enactment of educational equity policy in local district school boards is influenced by broader issues of neoliberal globalization and their impact on education equity, causing a shift in focus on reducing student gaps and increasing student achievement towards the marketization and commodification of education. Likewise in T&T, the issues in education and policy enactment are centred around the lingering effects of colonialism operating within a differentiated and segregated school system that is perceived as elitist and based on meritocratic ideologies.
In this dissertation, postcolonial, policy sociology, and policy enactment theories serve as conceptual frameworks to understand the actions/positions and roles of guidance counselors in equity policy work. Using a qualitative, cross-case policy enactment approach, interviews were conducted with eight guidance counselors in Ontario, and eight guidance counselors in T&T to investigate their work on enacting educational equity policies at secondary schools. Primary data were collected from semi-structured interviews, transcribed verbatim and analyzed using thematic analysis and coding strategies for inductive studies. Secondary data were collected from governments' Ministry of Education policies in Ontario and T&T.
The findings revealed that postcolonial antecedents and neoliberal globalization influence education and equity work in Ontario and T&T secondary schools. In Ontario and Trinidad and Tobago educational equity policy enactment work exists within contextual dimensions impacting the different roles and positions guidance counselors assumed in their policy enactment work at secondary schools. The analysis of policy documents and interview data for Ontario and Trinidad and Tobago revealed the symbolic nature of educational equity policies.
Keywords: equity policy; educational policy; guidance counselor; policy enactment; Ontario; Trinidad and Tobago; postcolonial theory, policy sociology, cross-case analysis, contexts
... Dieudé and Prøitz, 2022;McCloat and Caraher, 2020;Singh et al., 2013), especially in relation to New Public Management (NPM) and marketization reforms in education and their impacts in schools (e.g. Gurova and Camphuijsen, 2020;Harris et al., 2020;Lundström, 2015). Accordingly, although there is limited research on the enactment of such policies, top-down policies aimed at producing educational innovation should be understood as prescriptions that penetrate schools and that 'inevitably convey normative messages on what good education is and why a different practice would be better' so that these policies 'not only contain a normative and even moral message, but also a (micro)political one, since they aim at steering (changing) practice' (Vermeir et al., 2017: 117). ...
Narratives on innovation in education are spreading fast and both national and local educational administrations have been recently promoting innovation policies and programmes in many different European contexts. Academic literature analysing the potential benefits of innovation in education has expanded accordingly, with some international organizations increasingly commissioning research aiming to study the impacts of educational innovation, especially on learning outcomes. Interestingly, less attention has been given to analysing how these policies and programmes are translated into different practices at the school level. Drawing on a policy enactment framework, this paper aims to analyse the ways in which schools interpret top-down policy text and prescription on innovation and enact innovation in education. To do so, we focus on the case of Xarxes per al Canvi (XC), an educational innovation programme launched by the educational administration of the city of Barcelona in 2017 that aims to create school networks in order to stimulate knowledge sharing and innovation. Findings show how schools make sense of the innovation policy diversely. Policy enactment outcomes appear to be context-sensitive, with schools enacting its precepts in different ways, especially to serve their needs in increasingly competitive local education markets.
... H-indeksi, araştırmacıların yapmış oldukları bilimsel çalışmaların niteliğinin değerlendirilmesine olanak sağlamaktadır (Hirsch, 2005, s. 16569 Monte-Sano üst sıralarda yer alan araştırmacılar olarak dikkat çekmektir. Araştırmacıların tarih eğitimi üzerine gerçekleştirdikleri araştırmaların konu alanı incelendiğinde ilk sırada yer alan Richard Harris'in araştırmalarında tarih öğretim müfredatları ve politika ilişkisini yoğunlukla çalıştığı tespit edilmiştir (Harris & Burn, 2011;Harris & Clarke, 2011;Harris, 2013, Harris & Reynolds, 2018Harris, et al., 2020). ...
... Araştırmada tarih eğitimine yönelik en çok yayın yapan yazarlara, yazarların konu alanıyla ilgili olan h indeksine, ülkelerin bilimsel üretkenliğine, en çok atıf yapılan makalelere, araştırmalarda kullanılan anahtar kelimelerin kelime bulutu yapısına, güncel eğilimlere ve güncel araştırmaların konu başlıklarına ulaşılmıştır. (Harris & Burn, 2011;Harris & Clarke, 2011;Harris, 2013;Harris & Reynolds, 2018;Harris, et al., 2020) görülmektedir. Diğer araştırmacılardan van Boxtel'in tarihsel düşünme, tarihsel bakış açısı, çok kültürlü eğitim ve kültürel miras üzerine (Savenije, et al., 2014;Huijgen, et al., 2017;Gestsdóttir, et al., 2018) yoğunlaştığı görülmektedir. ...
Bu araştırmanın amacı, Web of Science Core Collection veri tabanında, eğitim araştırmaları kategorisinde yer alan tarih eğitimi üzerine yayımlanmış makalelerin bibliyometrik analizini gerçekleştirmektir. Bibliyometrik araştırmalar, belirli bir bilim alanında gerçekleştirilen araştırmaların genel çerçevesini ve güncel eğilimleri içermektedir. Bu araştırma betimsel tarama modelinde gerçekleştirilmiştir. Web of Science veri tabanında gerçekleştirilen taramada “history education”, “history teaching” ve “teaching history” anahtar kelimeleri “or” seçeneği kullanılmıştır. “Education Educational Research” kategorisinde yer alan makaleler belirli sınırlamalar ile “txt” dosyası formatında indirilmiştir. Veriler, açık kaynak kodlu bir istatistik programı olan R programında bulunan R Studio programlama dilinde “bibliometrix” paketi kullanılarak analiz edilmiştir. Gerçekleştirilen analizler sonucunda; Web of Science veri tabanında tarih eğitimine yönelik en fazla makale üreten ilk üç ülkenin ABD, İspanya ve Brezilya olduğu, işbirliğine en açık ülkelerin İspanya ve Birleşik Krallık olduğu tespit edilmiştir. Tarih eğitimi araştırmalarında h-indeksi en yüksek olan yazarların Richard Harris, Carla van Boxte, Mario Carretero, Peter Seixas olduğu tespit edilmiştir. Tarih eğitimi araştırmalarında kullanılan anahtar kelimelerin ise; “eğitim”, “müfredat”, “bilgi”, “öğrenci”, “kimlik” ve “yapı” olduğu tespit edilmiştir. Son yıllarda tarih eğitimindeki güncel eğilimler incelendiğinde; “empati”, “dijital oyun”, “video oyunları”, “oyun ve öğrenme” gibi temaların ön plana çıktığı tespit edilmiştir. Araştırmada elde edilen sonuçların tarih eğitimi alanında araştırma yapmayı planlayan araştırmacılara genel bir çerçeve sunacağı, güncel eğilimlere yönelik farkındalık oluşturacağı ve yol gösterici olacağı düşünülmektedir.
... However, the aspiration to foster reflexive professionals who continuously hone the theoretical basis of their practice stands in stark contrast with the culture of performativity that some consider is jeopardizing teachers' autonomy in many countries (e.g., Appel, 2019;Harris, Courtney, Ul-Abadin, & Burn, 2020). The term performativity has been defined by Ball within the field of education (Ball, 2003, p. 216), as a "technology, a culture and a mode of regulation that employs judgements, comparisons and displays as means of incentive, control, attrition and change." ...
This pilot study investigated how a brief professional development session on the science of learning impacted teachers' attributions of usefulness to both scientific and performative concepts about teaching. Ratings were collected from teachers attending five events across the United Kingdom (N = 585) before and after receiving a 90‐min training session. Initial ratings of scientific concepts were positively correlated with age, while initial ratings of performative concepts were negatively correlated with years of experience. Immediately following professional development, the value teachers attributed to scientific concepts for understanding their practice increased, while their valuing of performative concepts decreased. A follow‐up study with a subsample (N = 153) revealed the impact was reduced but persisted 6–12 weeks later. Results are discussed in terms of the potential for a scientific understanding of learning to empower educators as expert professionals.
... Dronkers et al. (2014) find that the countries' educational systems and the students' individual characteristics cause the differences between immigrants and natives. Harris et al. (2019) show that the access to certain areas of the curriculum depends at least in part on the socio-economic endowment of the students in the schools. Woessmann (2016) finds that educational institutions and family background have the highest explanatory power in determining educational achievements. ...
In most countries, immigrant and native students perform differently in the Programme for International Student Assessment (PISA) due to two main reasons: different immigration regimes and differences in their home-country educational systems. While there is sophisticated literature on the reasons for these performance gaps, it is barely considered in the educational efficiency research. Our approach distinguishes between selection effects caused by immigration policies, and the efficiency of educational systems in integrating immigrant students, given their socio–economic background. Accordingly, we split our sample, which consists of 153,374 students in 20 countries, calculate various different efficient frontiers, and ultimately decompose and interpret the resulting efficiency values. We find large differences in educational system efficiency, when controlling for negative selection effects caused by immigration regimes.
