Bob Jeffrey
Datos Biográficos
| ID | 204978 |
|---|---|
| NOMBRE | Bob Jeffrey |
| NOMBRES | Bob |
| APELLIDO | Jeffrey |
| FIRMA | JEFFREY B |
| AFILIACIONES | The Open University |
| VERIFICADO | No |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 134 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 1998 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2012 |
| ÍNDICE H | 6 |
The performative institutional embrace
PurposeThis ESRC-based research article aims to investigate the effects of performativity on primary schools and the teachers therein. It also aims to show how performativity to maintain and improve the school's position in an educational market affects the teacher relations with their institution and how the school works to embrace its teachers in developing the school's market position.Design/methodology/approachFour researchers carried out thi…
Creativity and performativity in teaching and learning
Qualitative data analysis in cross‐cultural projects
Large‐scale research projects, conducted in a cross‐European context, are increasingly attractive to educational researchers and policy‐makers. However, this form of comparative research across cultures brings problems concerning the standardization of data collection and analysis, particularly where ethnographic research is concerned, as it prioritizes a full range of qualitative research strategies. This paper outlines the use of a universal mo…
Creativity and performativity policies in primary school cultures
Cultures of performativity in English primary schools refer to systems and relationships of: target‐setting; Ofsted inspections; school league tables constructed from pupil test scores; performance management; performance related pay; threshold assessment; and advanced skills teachers. Systems which demand that teachers ‘perform’ and in which individuals are made accountable. These policy measures, introduced to improve levels of achievement and …
Methodological Issues and Practices in Ethnography
Preface. (G. Walford). Introduction. (G. Walford). From Field Work to Theory and Representations in Ethnography. (D. Beach). Using Photographic Diaries to Research the Gender and Academic Identities of Young Girls. (A. Allen). Ethnography, Toleration and Authenticity: Ethical Reflections on Fieldwork, Analysis and Writing. (M. Hammersley). The Personal, Professional and Political in Comparative Ethnographic Educational Research. (H. Miller, L. Ru…
Teaching creatively and teaching for creativity
The distinction and relationship between teaching creatively and teaching for creativity identified in the report from the National Advisory Committee on Creative and Cultural Education (NACCCE, 1999), is examined by focusing on empirical research from an early years school, known for its creative approach. The examination uses four characteristics of creativity and pedagogy identified by Peter Woods (1990): relevance, ownership, control and inno…
Time for ethnography
Ethnography derives from traditional anthropology, where time in the field is needed to discern both the depth and complexity of social structures and relations. Funding bodies, seeking quick completion, might see ethnographies as unlikely to satisfy ‘value for money’ criteria, in spite of the rewards to be gained from time‐consuming ‘thick description’, and rich analysis that gets close to the lived experience of participants in social settings.…
Countering Learner ‘Instrumentalism’ through Creative Mediation
One of the most significant features of the educational reforms introduced since 1989 has been the emphasis on raising achievement levels. One of the dangers of this emphasis is that teachers and learners become instrumental in their approach to teaching and learning. Research on the creative mediation of policy shows that primary teachers appropriate reforms and adapt them to ensure a high level of learner involvement in learning. This pilot stu…
Performativity and primary teacher relations
Performativity discourse currently pervades teachers' work. It is a discourse that relies on teachers and schools instituting self-disciplinary measures to satisfy newly transparent public accountability and it operates alongside a market discourse. The introduction of the performativity discourse has affected teacher relations at three levels of professional work -with students, colleagues and local advisor/inspectors. Ethnographic research with…
The Reconstruction of Primary Teachers' Identities
Primary teachers have had to reconstruct their identities in response to the reconstruction of the education system. The holism, humanism and vocationalism of the old Plowden self-identity has been challenged by a new assigned social identity signalled in the assault on child-centred philosophy, the diminution of elementary trust, and changes in the teacher role. These challenges have thrown up new dilemmas for teachers, and represent 'fateful mo…
A research team in ethnography
There are signs that teams are becoming more popular in ethnographic research. New technology and, in the UK, the Research Assessment Exercise have facilitated the establishment and continuance of teams. In this paper, the authors discuss their experiences in one particular research team in recent years. Securing adequate funding has been the essential structural prerequisite. The authors distinguish among project, federated, and whole teams, dep…
Choosing Positions
A new system of schools’ inspection, under the ‘Office for Standards in Education’ (OFSTED), was set up in 1992. Nominally independent, it was appointed within the frame of the general restructuring of public institutions and of the government's marketization and managerialization of the education system in the late 1980s and early 1990s. As the operations of OFSTED bear directly on inspectors and teachers, it provides good opportunities to study…
Team and Technology in Writing up Research
This article considers the writing up of ethnographic research, focusing on the parts played by teamwork and by electronic mail (e‐mail) in the construction of one of the chapters of a book written by the team. The career of this construction, which took place over a period of 2 months, is tracked through the e‐mail messages that circulated among the team. These illustrate team interaction in analysis and writing, the use of e‐mail technology, an…
Time for ethnography
Ethnography derives from traditional anthropology, where time in the field is needed to discern both the depth and complexity of social structures and relations. Funding bodies, seeking quick completion, might see ethnographies as unlikely to satisfy ‘value for money’ criteria, in spite of the rewards to be gained from time‐consuming ‘thick description’, and rich analysis that gets close to the lived experience of participants in social settings.…
Performativity and primary teacher relations
Performativity discourse currently pervades teachers' work. It is a discourse that relies on teachers and schools instituting self-disciplinary measures to satisfy newly transparent public accountability and it operates alongside a market discourse. The introduction of the performativity discourse has affected teacher relations at three levels of professional work -with students, colleagues and local advisor/inspectors. Ethnographic research with…
The Reconstruction of Primary Teachers' Identities
Primary teachers have had to reconstruct their identities in response to the reconstruction of the education system. The holism, humanism and vocationalism of the old Plowden self-identity has been challenged by a new assigned social identity signalled in the assault on child-centred philosophy, the diminution of elementary trust, and changes in the teacher role. These challenges have thrown up new dilemmas for teachers, and represent 'fateful mo…
A research team in ethnography
There are signs that teams are becoming more popular in ethnographic research. New technology and, in the UK, the Research Assessment Exercise have facilitated the establishment and continuance of teams. In this paper, the authors discuss their experiences in one particular research team in recent years. Securing adequate funding has been the essential structural prerequisite. The authors distinguish among project, federated, and whole teams, dep…
Creativity and performativity policies in primary school cultures
Cultures of performativity in English primary schools refer to systems and relationships of: target‐setting; Ofsted inspections; school league tables constructed from pupil test scores; performance management; performance related pay; threshold assessment; and advanced skills teachers. Systems which demand that teachers ‘perform’ and in which individuals are made accountable. These policy measures, introduced to improve levels of achievement and …
Qualitative data analysis in cross‐cultural projects
Large‐scale research projects, conducted in a cross‐European context, are increasingly attractive to educational researchers and policy‐makers. However, this form of comparative research across cultures brings problems concerning the standardization of data collection and analysis, particularly where ethnographic research is concerned, as it prioritizes a full range of qualitative research strategies. This paper outlines the use of a universal mo…
Creativity and performativity in teaching and learning
Countering Learner ‘Instrumentalism’ through Creative Mediation
One of the most significant features of the educational reforms introduced since 1989 has been the emphasis on raising achievement levels. One of the dangers of this emphasis is that teachers and learners become instrumental in their approach to teaching and learning. Research on the creative mediation of policy shows that primary teachers appropriate reforms and adapt them to ensure a high level of learner involvement in learning. This pilot stu…
Choosing Positions
A new system of schools’ inspection, under the ‘Office for Standards in Education’ (OFSTED), was set up in 1992. Nominally independent, it was appointed within the frame of the general restructuring of public institutions and of the government's marketization and managerialization of the education system in the late 1980s and early 1990s. As the operations of OFSTED bear directly on inspectors and teachers, it provides good opportunities to study…
Team and Technology in Writing up Research
This article considers the writing up of ethnographic research, focusing on the parts played by teamwork and by electronic mail (e‐mail) in the construction of one of the chapters of a book written by the team. The career of this construction, which took place over a period of 2 months, is tracked through the e‐mail messages that circulated among the team. These illustrate team interaction in analysis and writing, the use of e‐mail technology, an…
Choosing Positions
A new system of schools’ inspection, under the ‘Office for Standards in Education’ (OFSTED), was set up in 1992. Nominally independent, it was appointed within the frame of the general restructuring of public institutions and of the government's marketization and managerialization of the education system in the late 1980s and early 1990s. As the operations of OFSTED bear directly on inspectors and teachers, it provides good opportunities to study…
Team and Technology in Writing up Research
This article considers the writing up of ethnographic research, focusing on the parts played by teamwork and by electronic mail (e‐mail) in the construction of one of the chapters of a book written by the team. The career of this construction, which took place over a period of 2 months, is tracked through the e‐mail messages that circulated among the team. These illustrate team interaction in analysis and writing, the use of e‐mail technology, an…
A research team in ethnography
There are signs that teams are becoming more popular in ethnographic research. New technology and, in the UK, the Research Assessment Exercise have facilitated the establishment and continuance of teams. In this paper, the authors discuss their experiences in one particular research team in recent years. Securing adequate funding has been the essential structural prerequisite. The authors distinguish among project, federated, and whole teams, dep…
Performativity and primary teacher relations
Performativity discourse currently pervades teachers' work. It is a discourse that relies on teachers and schools instituting self-disciplinary measures to satisfy newly transparent public accountability and it operates alongside a market discourse. The introduction of the performativity discourse has affected teacher relations at three levels of professional work -with students, colleagues and local advisor/inspectors. Ethnographic research with…
The Reconstruction of Primary Teachers' Identities
Primary teachers have had to reconstruct their identities in response to the reconstruction of the education system. The holism, humanism and vocationalism of the old Plowden self-identity has been challenged by a new assigned social identity signalled in the assault on child-centred philosophy, the diminution of elementary trust, and changes in the teacher role. These challenges have thrown up new dilemmas for teachers, and represent 'fateful mo…
Countering Learner ‘Instrumentalism’ through Creative Mediation
One of the most significant features of the educational reforms introduced since 1989 has been the emphasis on raising achievement levels. One of the dangers of this emphasis is that teachers and learners become instrumental in their approach to teaching and learning. Research on the creative mediation of policy shows that primary teachers appropriate reforms and adapt them to ensure a high level of learner involvement in learning. This pilot stu…
Teaching creatively and teaching for creativity
The distinction and relationship between teaching creatively and teaching for creativity identified in the report from the National Advisory Committee on Creative and Cultural Education (NACCCE, 1999), is examined by focusing on empirical research from an early years school, known for its creative approach. The examination uses four characteristics of creativity and pedagogy identified by Peter Woods (1990): relevance, ownership, control and inno…
Time for ethnography
Ethnography derives from traditional anthropology, where time in the field is needed to discern both the depth and complexity of social structures and relations. Funding bodies, seeking quick completion, might see ethnographies as unlikely to satisfy ‘value for money’ criteria, in spite of the rewards to be gained from time‐consuming ‘thick description’, and rich analysis that gets close to the lived experience of participants in social settings.…
Methodological Issues and Practices in Ethnography
Preface. (G. Walford). Introduction. (G. Walford). From Field Work to Theory and Representations in Ethnography. (D. Beach). Using Photographic Diaries to Research the Gender and Academic Identities of Young Girls. (A. Allen). Ethnography, Toleration and Authenticity: Ethical Reflections on Fieldwork, Analysis and Writing. (M. Hammersley). The Personal, Professional and Political in Comparative Ethnographic Educational Research. (H. Miller, L. Ru…
Qualitative data analysis in cross‐cultural projects
Large‐scale research projects, conducted in a cross‐European context, are increasingly attractive to educational researchers and policy‐makers. However, this form of comparative research across cultures brings problems concerning the standardization of data collection and analysis, particularly where ethnographic research is concerned, as it prioritizes a full range of qualitative research strategies. This paper outlines the use of a universal mo…
Creativity and performativity policies in primary school cultures
Cultures of performativity in English primary schools refer to systems and relationships of: target‐setting; Ofsted inspections; school league tables constructed from pupil test scores; performance management; performance related pay; threshold assessment; and advanced skills teachers. Systems which demand that teachers ‘perform’ and in which individuals are made accountable. These policy measures, introduced to improve levels of achievement and …
Creativity and performativity in teaching and learning
The performative institutional embrace
PurposeThis ESRC-based research article aims to investigate the effects of performativity on primary schools and the teachers therein. It also aims to show how performativity to maintain and improve the school's position in an educational market affects the teacher relations with their institution and how the school works to embrace its teachers in developing the school's market position.Design/methodology/approachFour researchers carried out thi…
Sociology (13 obras) · Pedagogy (9 obras) · Psychology (9 obras) · Social science (8 obras) · Political science (7 obras) · Epistemology (6 obras) · Ethnography (6 obras) · Teacher Education and Leadership Studies (6 obras) · Educator Training and Historical Pedagogy (5 obras) · Gender Studies (5 obras)