Putting Words in Their Mouths: The Alignment of Identities with System Goals through the Use of Individual Learning Plans

Autor/in	Hamilton, Mary
Titel	Putting Words in Their Mouths: The Alignment of Identities with System Goals through the Use of Individual Learning Plans
Quelle	In: British Educational Research Journal, 35 (2009) 2, S.221-242 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Formative Evaluation; Ethnography; Accountability; Educational Indicators; Educational Policy; Individual Needs; Adult Students; Literacy Education; Foreign Countries; Adult Education; Adult Educators; Adult Literacy; Student Records; Teacher Student Relationship; Educational Practices; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ethnografie; Verantwortung; Educational indicato; Bildungsindikator; Politics of education; Bildungspolitik; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Ausland; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Schülerakte; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungspraxis
Abstract	This article analyses the role of Individual Learning Plans (ILPs) in teachers' work in the "Skills for Life" sector. It shows how ILPs, originally a means of formative assessment, have become part of a system of performance indicators and function as a key mediating mechanism between local interactions and system goals. The article draws on theoretical perspectives from the new literacy studies and the sociology of science to reveal the pivotal role of texts in projects of social ordering. The methodology is a version of institutional ethnography, whereby an artefact (the ILP) is tracked as it circulates across the different sites of its production and use. Documentary and interview evidence are used. The article concludes that, in its current form, the ILP shapes teaching and learning relationships and aligns both tutor and student identities. Permissive guidance, combined with a core curriculum, the demands of audit and inspection, positions tutors uncomfortably as active mediators between student experience and the policy discourse. (Contains 10 figures and 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10