In England there are very strong pressures in schools to meet government targets for public examination results. Thus assessment is very ‘high stakes’ as principals and…
In England there are very strong pressures in schools to meet government targets for public examination results. Thus assessment is very ‘high stakes’ as principals and class teachers can lose their jobs if these targets aren’t met. In such a climate many teachers feel that innovation, such as inquiry-based learning involves taking a considerable risk. As a result teachers in England often enact a hybridised form of inquiry in order to manage the risk and this chapter explores three cases of schools in north east England in which hybridisation has occurred. We use Basil Bernstein’s concept of ‘framing’ to analyse the effect of inquiry-based learning on the relationship between the curriculum, teachers and students in these schools. Inquiry, acts as a disruption to the normal ‘convergent’ pedagogy with many positive outcomes for teachers and students but both feel the constraint of the demands of the examination system. Although the agency, or capacity for action, of teachers is increased through exploring inquiry approaches, we conclude that for inquiry to develop further there is a need for a stronger local ‘ecology’ to support teachers and schools in their efforts to innovate. We describe the contribution of Newcastle University to such an ecology.
Coaching in educational settings is an alluring concept, as it carries associations with life coaching and well being, sports coaching and achievement and improving educational attainment. Although there are examples of successful deployment in schools, there is also evidence that coaching often struggles to meet expectations. This article aims to use socio‐cultural theory to explore why coaching does NOT transplant readily to schools, particularly in England, where the object of coaching activity may be in contradiction to the object of dominant activity in schools – meeting examination targets.
The article is a conceptual exploration of peer coaching through the lens of cultural historical activity theory, using an empirical base for exemplification.
It is argued that the results agenda, or performativity culture, in many schools is so strong that coaching is either introduced as part of the dominant discourse which meets resistance from staff, or where it develops in a more organic, “bottom up” approach, it may well clash with managerial cultures which demand accountability and surveillance, which does not sit well with trust‐based coaching partnerships.
The contradictions described in the article suggest that more research is needed to explore how skilled coaches manage some mediation between the meta‐discourse of managerialism and the meso‐ and micro‐discourses underpinning meaningful professional learning.
The article provides encouragement for peer coaches who manage the boundary between trust‐based coaching and performativity agendas.
The application of cultural historical activity theory offers a powerful analytical tool for understanding the interaction of peer coaching with organisational cultures, particularly through their emphasis on different motives or objects for professional learning.
This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to improve faculty and…
This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to improve faculty and institutional development and to strengthen the interconnections between teaching, learning, and research. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions to enhance faculty and institutional development. This chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should be a place where lifelong and lifewide learning is cultivated and where self-directed learning is nurtured. To that end, this chapter argues that IBL helps cultivate a learning environment that is more meaningful, responsive, integrated, and purposeful.
Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.
The purpose of this research is to seek to understand and explain the non‐governmental organisation (NGO) and its location in civil society in order to provide a basis for…
The purpose of this research is to seek to understand and explain the non‐governmental organisation (NGO) and its location in civil society in order to provide a basis for future research work. The paper aims to explore and develop understandings of accountability specifically in the context of the NGO and then extend these insights to the accountability of all organisations.
The paper is framed within a theoretical conception of accountability and is primarily literature‐based. In addition secondary data relating to the issues of concern are collated and synthesised.
The research finds that the essence of accountability lies in the relationships between the organisation and the society and/or stakeholder groups of interest. The nature of this relationship allows us to infer much about the necessary formality and the channels of accountability. In turn, this casts a light upon taken‐for‐granted assumptions in the corporate accountability and reminds us that the essence and basis of success of the corporate world lies in its withdrawal from any form of human relationship and the consequential colonisation and oppression of civil society.
The principal implications relate to: our need to improve the analytical incisiveness of our applications of accountability theory; and the possibility of the accounting literature offering more developed insights to the NGO literature. The primary limitations lie in the paper in being: exploratory of a more developed understanding of accountability; and a novel excursion into the world of the NGO and civil society – neither of which feature greatly in the accounting literature.
These lie in the current political struggles between civil society and capital over appropriate forms of accountability. Corporations continue to avoid allowing themselves to be held accountable whilst civil society organisations are often accountable in many different and informal ways. Ill‐considered calls from capital for more oppressive NGO accountability are typically, therefore, hypocritical and inappropriate.
NGOs are introduced in a detailed and accessible way to the accounting literature. The concept of accountability is further developed by examination of relationships and channels in the context of the NGO and, through Rawls' notion of “closeness”, is further enriched.