Setting by Numbers: Datafication Processes and Ability Grouping in an English Secondary School

Autor/in	Neumann, Eszter
Titel	Setting by Numbers: Datafication Processes and Ability Grouping in an English Secondary School
Quelle	In: Journal of Education Policy, 36 (2021) 1, S.1-23 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neumann, Eszter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2019.1646322
Schlagwörter	Ability Grouping; Secondary School Students; Accountability; Educational Change; Educational Policy; Educational Experience; Teaching Methods; Governance; Data Analysis; Competition; Educational Environment; Neoliberalism; Foreign Countries; Educational Practices; United Kingdom (England) + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Sekundarschüler; Verantwortung; Bildungsreform; Politics of education; Bildungspolitik; Bildungserfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Auswertung; Wettkampf; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Neo-liberalism; Neoliberalismus; Ausland; Bildungspraxis
Abstract	With the rise of accountability policies since the early nineties, the daily operation of English schools has profoundly changed. Through the in-depth analysis of ability grouping practices in one English secondary school, this paper aims to explore how the accountability shift and datafication impacted the practice of student grouping and students' experience of education. The paper documents how an English secondary school which had fully endorsed the comprehensive ideal gradually shifted from mixed ability teaching to a rigid system of hierarchically arranged attainment-based grouping structure over a period of decades, and explores the pedagogical dilemmas that data-driven governance generates. The paper concludes that the school's data-driven practice creates an environment of competition and an experience of incessant insecurities for the students which unsettlingly echo the culture of the late neoliberal labour market. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01