Ofsted Says We Are Outstanding’
Hmi Conceptions of Teaching Excellence in the Nineteenth- And Twentieth-Century Primary School
Bibliographic Data
| ID | 8404336 |
|---|---|
| Authors | Russell Grigg (0000-0003-3389-9721, Ministry of Health, corresponding author) |
| Year | 2021 |
| Volume | 69 |
| Issue | 6 |
| Pages | 753-771 |
| Publication date | 2021-11-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0007-1005 • E-ISSN: 1467-8527 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00071005.2020.1850636 |
| OpenAlex | W3110587473 |
| Language | EN |
| References cited | 27 |
Among the most important duties of the school inspectorate since its formation in 1839 has been to report on the quality of teaching. Yet there is relatively little historical discussion over how the inspectorate has defined and evaluated teaching quality, which this paper seeks to address. Following a discussion of conceptual issues and an outline of the paper’s methodology, the inspectorate’s views on teaching excellence are compared in three significant decades in its history: in the 1840s, when inspection judgements on teaching were highly individualized; in the 1880s, when the Education Department explicated and rewarded teaching excellence in financial terms; and the 1990s, when the newly-formed Office for Standards in Education (Ofsted) introduced comprehensive guidance upon which to base its judgements. The paper identifies the influences on such judgements, how teaching excellence was described, and longstanding challenges associated with consistency of inspection judgements. Such historical perspective affords important context to questions that continue to have resonance in the inspection of primary schools, notably how teaching quality is defined, measured, evaluated and improved
Consistency (knowledge bases) · Context (archaeology) · Epistemology · Excellence · Pedagogy · Perspective (graphical) · Political science · Public relations · Quality (philosophy) · Sociology · Computer Science · Educational Assessment and Improvement · History · Law · Philosophy · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Reconstruction in philosophy.
Talks to teachers on psychology--and to students on some of life's ideals.
The role of deliberate practice in the acquisition of expert performance.
‘Wading through children’s tears’
Inspectorates and Politics
Examining teachers’ adaptive expertise through personal practical theories
Inspection and the fabrication of professional and performative processes
Judging Teachers
The role of intuition in pedagogical tact
Rolling out ‘good’, ‘best’ and ‘excellent’ practice. What next? Perfect practice
External Inspection or School Self‐evaluation? A Comparative Analysis of Policy and Practice in Primary Schools in England and Finland
Good Schools, Effective Schools
The Rise of a Central Authority for English Education
HMI and OFSTED
OFSTED, Criteria and the Nature of Social Understanding
School Inspection in Scotland, 1840-1966
The teacher's soul and the terrors of performativity
| Highly cited | No |
|---|