Geoff Troman
Datos Biográficos
| ID | 204979 |
|---|---|
| NOMBRE | Geoff Troman |
| NOMBRES | Geoff |
| APELLIDO | Troman |
| FIRMA | TROMAN G |
| AFILIACIONES | University of Roehampton |
| VERIFICADO | No |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAS | 136 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 1988 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2012 |
| ÍNDICE H | 7 |
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…
Turning to teaching
As the largest public sector institution in the United Kingdom, education is a key site for studying the context of ‘choice’ and changes in the identities of professional workers in contemporary society. Recruitment and retention problems in education have led to the creation of new routes into teaching to attract career changers from other professions and occupations. In this paper we focus on career changers within the Economic and Social Resea…
Primary teacher identity, commitment and career in performative school cultures
The research reported here maps changes in primary teachers' identity, commitment and perspectives and subjective experiences of occupational career in the context of performative primary school cultures. The research aimed to provide in‐depth knowledge of performative school culture and teachers' subjective experiences in their work of teaching. Themes in the data reveal changed commitments and professional identities. The teachers who had an in…
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 …
Exploring diversity
Although issues of inclusion, diversity and achievement have become a powerful agenda for change in teacher education policy in England, bilingual pupils are still conceptualised in policy terms as a problem. This absence of linguistic integration in English teacher education is in tension with the increasing number of school pupils speaking a diversity of languages at home, and contrasts with policy towards bilingual pupils in other parts of the…
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…
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.…
Coping Collectively
Some social movements theorists argue that contemporary social movements such as pressure groups and support groups are increasingly fulfilling the protest function of political parties and trades unions in post-industrial societies. Furthermore, these social, cultural, emotional and economic developments are occurring on a global scale. This article is an ethnographic account of teachers in an English local education authority who formed a self-…
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…
Teacher Stress in the Low-Trust Society
Stress is a widespread feature of work in teaching. Recent accounts of teacher emotions and cultures of teaching have noted that unsatisfactory social relationships with adults, e.g. colleagues, headteachers, parents and inspectors, elicit hostile emotions from teachers and appear to be a source of stress in teaching. This article examines why this should be the case. Some commentators have used labour process theory to argue that the intensifica…
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…
The Rise of the New Professionals? The restructuring of primary teachers’ work and professionalism
This article explores teachers' reactions to changing management cultures and argues for a complex reading of their responses. Data from an ethnographic study of a primary school are used to illustrate the restructuring of the teachers' work since the mid‐1980s. Different teacher strategies were developed in response to changes in the managerial control of their work and dominant management constructions of professionalism. Whereas teachers in an…
No Entry Signs
The difficulties involved in gaining entry to educational settings in order to carry out ethnographic fieldwork have been known for some time. Previous accounts, however, have stressed the importance of the researcher's self and field relations in the micro‐context in influencing the entry process. This article argues that in a time of rapid change in education the impact of the recent changes on participants, in particular, gatekeepers, shapes t…
Effective Primary Teaching
Testing Tensions
This paper is concerned with the recent policy initiatives of a National Curriculum, and National Assessment and Testing. These policy intentions are placed in a socio‐political and economic context. It is argued that the two assessment cultures of school‐based teacher assessment (including pupil profiles and records of achievement) and centralised testing lend themselves to professional accountability and market accountability, respectively. The…
Getting it Right
Educational selection has been a central issue for Structural Functionalist, Marxist and Interpretative sociologists of education. While knowledge about selection processes within schools has increased over the past two decades, as a result of ethnographic studies of schooling, the social process of collective teacher decision making, when teachers are engaged in institutional channelling, has been largely neglected. This paper explores collectiv…
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.…
Teacher Stress in the Low-Trust Society
Stress is a widespread feature of work in teaching. Recent accounts of teacher emotions and cultures of teaching have noted that unsatisfactory social relationships with adults, e.g. colleagues, headteachers, parents and inspectors, elicit hostile emotions from teachers and appear to be a source of stress in teaching. This article examines why this should be the case. Some commentators have used labour process theory to argue that the intensifica…
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…
Primary teacher identity, commitment and career in performative school cultures
The research reported here maps changes in primary teachers' identity, commitment and perspectives and subjective experiences of occupational career in the context of performative primary school cultures. The research aimed to provide in‐depth knowledge of performative school culture and teachers' subjective experiences in their work of teaching. Themes in the data reveal changed commitments and professional identities. The teachers who had an in…
The Rise of the New Professionals? The restructuring of primary teachers’ work and professionalism
This article explores teachers' reactions to changing management cultures and argues for a complex reading of their responses. Data from an ethnographic study of a primary school are used to illustrate the restructuring of the teachers' work since the mid‐1980s. Different teacher strategies were developed in response to changes in the managerial control of their work and dominant management constructions of professionalism. Whereas teachers in an…
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…
Testing Tensions
This paper is concerned with the recent policy initiatives of a National Curriculum, and National Assessment and Testing. These policy intentions are placed in a socio‐political and economic context. It is argued that the two assessment cultures of school‐based teacher assessment (including pupil profiles and records of achievement) and centralised testing lend themselves to professional accountability and market accountability, respectively. The…
No Entry Signs
The difficulties involved in gaining entry to educational settings in order to carry out ethnographic fieldwork have been known for some time. Previous accounts, however, have stressed the importance of the researcher's self and field relations in the micro‐context in influencing the entry process. This article argues that in a time of rapid change in education the impact of the recent changes on participants, in particular, gatekeepers, shapes t…
Exploring diversity
Although issues of inclusion, diversity and achievement have become a powerful agenda for change in teacher education policy in England, bilingual pupils are still conceptualised in policy terms as a problem. This absence of linguistic integration in English teacher education is in tension with the increasing number of school pupils speaking a diversity of languages at home, and contrasts with policy towards bilingual pupils in other parts of the…
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…
Getting it Right
Educational selection has been a central issue for Structural Functionalist, Marxist and Interpretative sociologists of education. While knowledge about selection processes within schools has increased over the past two decades, as a result of ethnographic studies of schooling, the social process of collective teacher decision making, when teachers are engaged in institutional channelling, has been largely neglected. This paper explores collectiv…
Turning to teaching
As the largest public sector institution in the United Kingdom, education is a key site for studying the context of ‘choice’ and changes in the identities of professional workers in contemporary society. Recruitment and retention problems in education have led to the creation of new routes into teaching to attract career changers from other professions and occupations. In this paper we focus on career changers within the Economic and Social Resea…
Coping Collectively
Some social movements theorists argue that contemporary social movements such as pressure groups and support groups are increasingly fulfilling the protest function of political parties and trades unions in post-industrial societies. Furthermore, these social, cultural, emotional and economic developments are occurring on a global scale. This article is an ethnographic account of teachers in an English local education authority who formed a self-…
Getting it Right
Educational selection has been a central issue for Structural Functionalist, Marxist and Interpretative sociologists of education. While knowledge about selection processes within schools has increased over the past two decades, as a result of ethnographic studies of schooling, the social process of collective teacher decision making, when teachers are engaged in institutional channelling, has been largely neglected. This paper explores collectiv…
Testing Tensions
This paper is concerned with the recent policy initiatives of a National Curriculum, and National Assessment and Testing. These policy intentions are placed in a socio‐political and economic context. It is argued that the two assessment cultures of school‐based teacher assessment (including pupil profiles and records of achievement) and centralised testing lend themselves to professional accountability and market accountability, respectively. The…
The Rise of the New Professionals? The restructuring of primary teachers’ work and professionalism
This article explores teachers' reactions to changing management cultures and argues for a complex reading of their responses. Data from an ethnographic study of a primary school are used to illustrate the restructuring of the teachers' work since the mid‐1980s. Different teacher strategies were developed in response to changes in the managerial control of their work and dominant management constructions of professionalism. Whereas teachers in an…
No Entry Signs
The difficulties involved in gaining entry to educational settings in order to carry out ethnographic fieldwork have been known for some time. Previous accounts, however, have stressed the importance of the researcher's self and field relations in the micro‐context in influencing the entry process. This article argues that in a time of rapid change in education the impact of the recent changes on participants, in particular, gatekeepers, shapes t…
Effective Primary Teaching
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…
Teacher Stress in the Low-Trust Society
Stress is a widespread feature of work in teaching. Recent accounts of teacher emotions and cultures of teaching have noted that unsatisfactory social relationships with adults, e.g. colleagues, headteachers, parents and inspectors, elicit hostile emotions from teachers and appear to be a source of stress in teaching. This article examines why this should be the case. Some commentators have used labour process theory to argue that the intensifica…
Coping Collectively
Some social movements theorists argue that contemporary social movements such as pressure groups and support groups are increasingly fulfilling the protest function of political parties and trades unions in post-industrial societies. Furthermore, these social, cultural, emotional and economic developments are occurring on a global scale. This article is an ethnographic account of teachers in an English local education authority who formed a self-…
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 …
Exploring diversity
Although issues of inclusion, diversity and achievement have become a powerful agenda for change in teacher education policy in England, bilingual pupils are still conceptualised in policy terms as a problem. This absence of linguistic integration in English teacher education is in tension with the increasing number of school pupils speaking a diversity of languages at home, and contrasts with policy towards bilingual pupils in other parts of the…
Turning to teaching
As the largest public sector institution in the United Kingdom, education is a key site for studying the context of ‘choice’ and changes in the identities of professional workers in contemporary society. Recruitment and retention problems in education have led to the creation of new routes into teaching to attract career changers from other professions and occupations. In this paper we focus on career changers within the Economic and Social Resea…
Primary teacher identity, commitment and career in performative school cultures
The research reported here maps changes in primary teachers' identity, commitment and perspectives and subjective experiences of occupational career in the context of performative primary school cultures. The research aimed to provide in‐depth knowledge of performative school culture and teachers' subjective experiences in their work of teaching. Themes in the data reveal changed commitments and professional identities. The teachers who had an in…
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 (17 obras) · Pedagogy (12 obras) · Psychology (12 obras) · Political science (10 obras) · Social science (10 obras) · Ethnography (9 obras) · Social Psychology (7 obras) · Global Educational Policies and Reforms (6 obras) · Public relations (6 obras) · Teacher Education and Leadership Studies (6 obras)