Is There a North-South Divide between Schools in England?

Autor/in	Jopling, Michael
Titel	Is There a North-South Divide between Schools in England?
Quelle	In: Management in Education, 33 (2019) 1, S.37-40 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-0206
DOI	10.1177/0892020618782861
Schlagwörter	Stellungnahme; Foreign Countries; Geographic Regions; Regional Characteristics; Rhetoric; Accountability; Educational Policy; School Effectiveness; Educational Improvement; Elementary Education; Secondary Education; Educational Finance; Disadvantaged Schools; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Regionaler Faktor; Rhetorik; Verantwortung; Politics of education; Bildungspolitik; Schuleffizienz; Teaching improvement; Unterrichtsentwicklung; Elementarunterricht; Sekundarbereich; Bildungsfonds
Abstract	The article is an opinion piece which examines the extent to which rhetoric about a North--South divide in performance between schools in England is justified. Starting with the catalyst, Sir Michael Wilshaw's final annual Ofsted reports in 2015 and 2016, it traces how the divide rhetoric has been assimilated into popular discourse by the media and subsequent policy reports, notably in connection with the Northern Powerhouse agenda. The article uses regional school performance data to examine whether claims about the divide are convincing, focusing on the North East, which has been recognized as an outlier in both primary and secondary performance. It concludes that the case for a North-South divide is not proven, and with an appeal for more contextually sensitive and flexible approaches to assessing local, regional and national school performance to counter the negative effects of this divisive rhetoric. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01