Cooperative Learning and Embodied Accountability: An Ethnographic Analysis of Classroom Participation in an English School

Autor/in	Luna, Laura
Titel	Cooperative Learning and Embodied Accountability: An Ethnographic Analysis of Classroom Participation in an English School
Quelle	In: Education Policy Analysis Archives, 23 (2015) 99, (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Foreign Countries; Cooperative Learning; Accountability; Literacy; Elementary School Students; Elementary School Teachers; Elementary Schools; Educational Policy; Teacher Student Relationship; Neoliberalism; Educational Legislation; Federal Legislation; Student Behavior; Student Attitudes; Teacher Attitudes; Ethnography; Student Diversity; Academically Gifted; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Kooperatives Lernen; Verantwortung; Alphabetisierung; Schreib- und Lesefähigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Politics of education; Bildungspolitik; Teacher student relationships; Lehrer-Schüler-Beziehung; Neo-liberalism; Neoliberalismus; Bildungsrecht; Schulgesetz; Bundesrecht; Student behaviour; Schülerverhalten; Lehrerverhalten; Ethnografie
Abstract	Based on a school ethnography carried out in an English primary school in the last years of New Labour Government, this paper examines the processes and dynamics involved in the introduction of a cooperative learning method as part of the Success for All Literacy Program, which was being implemented in the school for the first time. It discusses the difficulties and resistances showed by children's interactions and teachers' declarations during the development of the program as the sign of competing agendas within the school and within the educational policy as well. They also manifest the deep penetration of a model of participation and learning that suits the neoliberal educational policy embraced by the British governments since the Education Reform Act in 1988 up to the present time. The establishment of a culture of performativity and accountability is revealed in children's behavior during cooperative tasks as they tend to work in a competition rather than in a cooperation scheme and perceive their peers more as threats to their individual performance than as a support in their learning process. On the other side, teachers struggle to rely on a method more process-oriented than product-oriented as they feel that, with no individual and written tasks, they are not able to give account of children's progress and therefore, of their work as teachers. The paper shows that a conception of learning (as private achievement), of person (as individual) and of classroom participation (as competition) are at play within the accountability educational system. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01