Modernizing schooling through performance management: a critical appraisal
Modernizing schooling through performance management: a critical appraisal
复制标题
通过绩效管理实现学校教育现代化：批判性评估
DOI：
--
复制
发表时间：
2003
期刊：
影响因子：
--
通讯作者：
C. Husbands
中科院分区：
文献类型：
--
作者：
D. Gleeson;C. Husbands
本文考察了绩效文化对英国学校教育的影响，并与其他后工业化国家进行了对比。研究人员和从业人员越来越意识到，通过绩效管理来提高教学质量是行不通的。在教育政策方面，英国政府非常重视教师职业的现代化，以提高学校和大学的成就、成就和成功水平。对教师提出的折衷办法是提高工资，提高教学水平。这种改革的倡导者指出，将市场原则更大程度地下放给一线专业人员所带来的好处，他们认为，这可以提高绩效、薪酬和动机（Barber 2001）。另一方面，批评者批评将绩效管理与政府目标联系起来的去专业化趋势，这未能与课堂或教育工作场所的教学和学习的背景现实联系起来（Elliott 2001, Merson 2001）。最近这样的批评被（当时的）教育大臣斥为玩世不恭。在教育领域，正是那些披着经验外衣的冷嘲热讽驱使年轻教师去寻找其他职业。我们将始终努力打击任何威胁标准进步的玩世不恭”（Morris 2001: 9）。本文试图通过论证教育实践可能驱动而不是被政策和绩效议程驱动的方式的更大真实性来避免这种推断。
This paper examines the ways in which a culture of performance has impacted on schooling in the English setting and draws parallels with other post‐industrializing nations. There is a growing awareness amongst researchers and practitioners that improving the quality of teaching and learning through performance management is not working. In education policy terms the UK Government has made much of the importance of modernizing the teaching profession in raising levels of achievement, attainment, and success in schools and colleges. The proposed trade‐off for teachers is improved pay for improved standards. Advocates of such reform point to the benefits derived from greater devolution of market principles to frontline professionals which, it is argued, enhance performance, remuneration, and motivation (Barber 2001). Critics, on the other hand, have criticized the deprofessionalizing tendency of tying performance management to government targets, which fail to connect with the contextual realities of teaching and learning in the classroom or education workplace (Elliott 2001, Merson 2001). Recently such criticism was rejected by the (then) Secretary of State for Education as cynicism. ‘In education it is those who offer cynicism in the guise of experience who can drive young teachers to look for other careers. We shall always try to combat cynicism wherever it threatens progress on standards’ (Morris 2001: 9). This paper seeks to avoid such inference by arguing for greater authenticity in the way education practice might drive, rather than being driven by, the policy and performance agenda.