'No True or Just Test of Merit': 'The Public School Record' 1886-1900

Autor/in	Carter, Andy
Titel	'No True or Just Test of Merit': 'The Public School Record' 1886-1900
Quelle	In: History of Education, 51 (2022) 5, S.732-754 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carter, Andy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2021.2010813
Schlagwörter	Public Schools; Educational History; Political Attitudes; Conflict; Comparative Analysis; School Effectiveness; Secondary Schools; Foreign Countries; Reports; Test Preparation; Teaching Methods; News Reporting; Institutional Characteristics; Educational Quality; Criticism; Tables (Data); Advantaged; Evaluation Methods; Exit Examinations; College Attendance; Newspapers; United Kingdom (London) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; History of education; Bildungsgeschichte; Political attitude; Politische Einstellung; Konflikt; Schuleffizienz; Sekundarschule; Ausland; Abschlussbericht; Berichten; Teaching method; Lehrmethode; Unterrichtsmethode; News report; Reportage; Quality of education; Bildungsqualität; Kritik; Tabelle; Final examination; Abschlussprüfung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Newspaper; Zeitung
Abstract	'School league tables' summarising the performance of secondary schools in England have been published annually since 1992. Although now a firmly established feature of the educational landscape, they have attracted criticism from those who point to their unintended negative consequences. These include 'teaching to the test', entering pupils for easier examinations, and resitting examinations multiple times in order to massage success rates. However, neither the concept of league tables, nor these alleged side-effects are new. Between 1886 and 1900, a series of London newspapers published rudimentary tables that attempted to rank and compare schools based on performance. Initially conceived as an exercise in investigating whether leading public schools really provided educational value, and against a background of political conflict over elite classical education, they provoked intense debate over how to judge the quality of secondary education in late Victorian Britain. This paper examines their short history. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01