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dc.contributor.authorKelly, Peter
dc.contributor.authorAndreasen, KE
dc.contributor.authorKousholt, K
dc.contributor.authorMcNess, E
dc.contributor.authorYdesen, C
dc.date.accessioned2017-09-08T14:58:16Z
dc.date.available2017-09-08T14:58:16Z
dc.date.issued2017-08-16
dc.identifier.issn0268-0939
dc.identifier.issn1464-5106
dc.identifier.urihttp://hdl.handle.net/10026.1/9910
dc.descriptionpeerreview_statement: The publishing and review policy for this title is described in its Aims & Scope. aims_and_scope_url: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=tedp20
dc.description.abstract

In this study we identify and compare the impact of standardised student assessment in England, an established neoliberal context, and in Denmark where a neoliberal education reform agenda is emerging in response to both national concerns and international governance. National reading tests for students aged 11–12 years, long established in England, were introduced in Denmark in 2010. The form they take differs considerably, being primarily formative in Denmark and largely summative in England. Culturally sensitive extended semi-structured interviews are conducted with both teachers and students and analysed to identify the extent to which neoliberal reform is mobilised through testing in each context and how testing shapes curriculum and pedagogy. Significantly, we find that in Denmark, where professional judgement still dominates, teachers often deploy pedagogical approaches to service what they believe to be their students’ best interests. In England, however, teachers try to accommodate a concern for both their students’ and their own interests, and the pedagogy they enact is more often controlling, instrumental and reductionist; their wish to be proactive is compromised by their need to be responsive. Hence we show how policy technologies shape practice to undermine a deliberate pedagogy rooted in ideas legitimated though scholarship and experience.

dc.format.extent739-758
dc.languageen
dc.language.isoen
dc.publisherInforma UK Limited
dc.subjectComparative
dc.subjectsociology
dc.subjectglobal and national educational governance
dc.subjectpolicy technologies
dc.subjectnational standardised testing
dc.subjectreading tests
dc.titleEducation governance and standardised tests in Denmark and England
dc.typejournal-article
dc.typeJournal Article
plymouth.author-urlhttps://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000444090500001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=11bb513d99f797142bcfeffcc58ea008
plymouth.issue6
plymouth.volume33
plymouth.publication-statusPublished
plymouth.journalJournal of Education Policy
dc.identifier.doi10.1080/02680939.2017.1360518
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business/Plymouth Institute of Education
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA23 Education
plymouth.organisational-group/Plymouth/Research Groups
plymouth.organisational-group/Plymouth/Research Groups/Institute of Health and Community
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dcterms.dateAccepted2017-07-22
dc.rights.embargodate2019-2-16
dc.identifier.eissn1464-5106
dc.rights.embargoperiodNo embargo
rioxxterms.versionofrecord10.1080/02680939.2017.1360518
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2017-08-16
rioxxterms.typeJournal Article/Review


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