Funding, Reputation and Targets: The Discursive Logics of High-Stakes Testing

Autor/inn/en	Lewis, Steven; Hardy, Ian
Titel	Funding, Reputation and Targets: The Discursive Logics of High-Stakes Testing
Quelle	In: Cambridge Journal of Education, 45 (2015) 2, S.245-264 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2014.936826
Schlagwörter	High Stakes Tests; Reputation; Benchmarking; Academic Standards; Teacher Attitudes; Administrator Attitudes; Educational Policy; Testing Programs; Educational Practices; Politics of Education; Context Effect; Investigations; Semi Structured Interviews; Educational Finance; Financial Support; School Effectiveness; Elementary Secondary Education; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Politics of education; Bildungspolitik; Bildungspraxis; Educational policy; Untersuchung; Bildungsfonds; Finanzielle Förderung; Schuleffizienz; Ausland; Australien
Abstract	This paper provides insights into teacher and school-based administrators' responses to policy demands for improved outcomes on high-stakes, standardised literacy and numeracy tests in Australia. Specifically, the research reveals the effects of the National Assessment Program--Literacy and Numeracy (NAPLAN), and associated policies, in the state of Queensland. Drawing suggestively across Michel Foucault's notions of disciplinary power and subjectivity, and Pierre Bourdieu's concept of social fields, the research utilises interviews with teachers and school-based administrators to reveal how high-stakes, standardised testing practices served to discursively constitute performative teacher subjectivities around issues of funding, teacher and school reputation and target-setting within what is described as the "field of schooling practices". The paper argues that the contestation evident within this field is also reflective and constitutive of more educative schooling discourses and practices, even as performative logics dominate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01