Culture, context and the quality of education
Evidence from a small‐scale extended case study in England and Denmark
Bibliographic Data
| ID | 11919665 |
|---|---|
| Authors | Elizabeth McNess (University of Bristol, corresponding author) |
| Year | 2004 |
| Volume | 34 |
| Issue | 3 |
| Pages | 315-327 |
| Publication date | 2004-09-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Compare A Journal of Comparative and International Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-7925 • E-ISSN: 1469-3623 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/0305792042000257158 |
| OpenAlex | W2063910325 |
| Language | EN |
| Citations received | 6 |
| References cited | 9 |
Much recent education policy‐making around the world has focused on a restructuring of the role of the classroom teacher in a bid to increase the ‘quality’ of the educational experience and raise pupil attainment. However, the definition of quality, as expressed through policy, may not always accord with the aims and aspirations of individual teachers who work within a specific cultural context. The rhetoric and intent expressed in policy texts may even have the potential to restrict the quality of what teachers do. This paper draws on some of the findings from a small‐scale comparative study of teachers' work in England and Denmark which used an extended case study approach, set in a socio‐cultural framework, to examine the relationship of policy trends to teacher values and professional practice. Evidence from the study is used to discuss the issue of ‘quality’, highlighting contextually specific variations which impact on the implementation of national policy at the local level. Through a discussion of the study's methodology, attention is also drawn to the need for a more contextually sensitive approach to the creation and evaluation of policy which, while recognising universal concerns, also pays heed to local priorities and teacher values
Cartography · Context (archaeology · Epistemology · Geography · Political science · Quality (philosophy · Regional science · Scale (ratio · Sociology · Education, Philosophy, and Society · Global Educational Policies and Reforms · Postmodernism in Literature and Education
Comparative and International Research In Education
Memories, Models and Mapping
Danish Education, Pedagogical Theory in Denmark and in Europe, and Modernity
Case‐Study Research Methods and Comparative Education
An Epidemic of Education Policy
Is the Effective Compromising the Affective
The teacher's soul and the terrors of performativity
The Postmodern Condition
| Citations per year | 0.3 |
|---|---|
| Citation span | 2006 - 2024 (19) |
| Highly cited | No |