Examining 'Global Education Policy': Understanding the Origins, Impact, and International Diffusion of Teach First

我的研究重点是教育优先和更大的问题，比如一个地方的方案和政策如何传播，如何出现在其他背景下，以及这些想法在这个过程中是如何被重新创造的。在我的博士学位期间，我考察了Teach First的推出，并探索了政府以外的有影响力的个人或政策企业家如何利用他们的社交网络来塑造和制定政策。教育优先是从美国引进的一个理念，由这类政策企业家于2002年推出，是英国一项享有盛誉的快速教师招聘和领导力发展计划。它的目标是提高资源不足学校的学生的成就，在两年的时间里把“顶尖”毕业生转变为有效的教师，同时将他们培养成追求各种职业但仍参与改善教育的领导者。我的博士研究探索了政策企业家如何在2001至2003年间游说、发起和实施他们的项目想法，采访了50人，并从相关文件、媒体账户和网站收集数据。通过仔细的分析，我将不同类型的数据结合在一起，写出了该计划是如何以及为什么产生的政策“故事”。这个故事揭示了该计划最初的美国想法是如何在三个关键时刻被显著改变的，以克服一些人对该想法的抵制，并获得另一些人的批准。这项研究还揭示了政策企业家用来建立有影响力的网络来转移政策的策略。我将通过我的奖学金与他人分享这项研究，以使其对他人有用，并发展我作为学术研究人员的知识、技能和职业生涯。首先，我将把我的博士研究改编成书并出版。这将使更广泛的受众能够获得并感兴趣。此外，我将在期刊上发表三篇文章，重点阐述我的研究中有价值的见解，以告知其他教育和政策研究人员。通过这种方式，我将与广泛的受众分享我的研究成果，并建立一个以此为基础的出版记录。这些出版物还将扩大对Teach First的有限研究。为了进一步扩展我的研究并使其对实践者有意义，我将从那些与其合作的人的角度来探索Teach First在教育方面的影响-这一观点迄今被忽视。为此，我将为与Teach First合作的学校的中学领导举办五次研讨会，并为培训Teach First教师的大学教师教育者举办两次圆桌会议。在这些环节中，与会者将以创造性的方式分享他们对教学优先的经验和看法。为了有效地实现这一点，我将首先参加三门课程，教授研究人员如何设计活动，使人们能够以协作和创造性的方式表达和交流他们的观点。通过这些活动，我将收集数据，了解教学优先在学校和教师教育中的影响，使我能够规划未来的研究项目。那些参加这些活动的人，以及后来阅读我关于他们结果的报告的其他人，也将受益于从亲历者的角度对Teach First提供的新的理解。在团契期间，我还将建立专业网络，并通过联系其他国家的研究人员分享我的研究成果，这些国家已经启动了Teach First-灵感计划。通过这种方式，我将开始建立一个研究网络，重点关注世界各地的第一类教学计划，以及此类计划如何以及为什么在国际上迅速传播。为了分享我们的初步研究，我将在一个国际学术会议上组织一个研讨会，并安排将我们的工作作为特刊发表。最后，我将参加额外的课程，以发展我进行不同类型研究的专业知识和技能。

My research focuses on Teach First and bigger questions regarding how programmes and policies in one place travel and appear in other contexts and how those ideas are reinvented in the process. In my PhD, I examined the launch of Teach First and explored how influential individuals outside of government, or policy entrepreneurs, used their social networks to shape and develop policy. Teach First, which was an idea imported from the U.S. and launched by such policy entrepreneurs in 2002, is a prestigious fast-track teacher recruitment and 'leadership development' scheme in the UK. Its aim has been to raise achievement among pupils in under-resourced schools by turning 'top' graduates into effective teachers for two years while developing them into leaders who pursue a variety of careers but stay involved in improving education.My doctoral research explored how policy entrepreneurs lobbied, launched, and implemented their idea for the programme between 2001 and 2003 by interviewing 50 people and collecting data from related documents, media accounts, and websites. Through careful analysis, I combined the different types of data to write the policy 'story' of how and why the programme came about. The story revealed how the original American-based idea for the scheme was significantly changed at three critical points to overcome some people's resistance to the idea and gain the approval of others. The study also uncovered the strategies policy entrepreneurs used to build influential networks to transfer policy.I will move the research forward by sharing it with others through my Fellowship in ways that will make it useful to others and develop my knowledge, skills, and career as an academic researcher. First, I will adapt and publish my doctoral research as a book. This will make it available and interesting to wider audiences. In addition, I will publish three journal articles focusing on valuable insights from my research to inform other researchers in education and policy. In this way, I will share my research with a wide range of audiences and establish a publishing record on which to build my career. The publications will also expand the very limited research on Teach First. To extend my research further and make it meaningful to practitioners, I will explore Teach First's impact in education from the view of those who partner with it - a perspective that has so far been neglected. To do this, I will run five workshops for middle leaders in schools working with Teach First and two roundtables for university-based teacher educators who train Teach First teachers. In these sessions, attendees will share their experiences and views on Teach First in creative ways. To effectively achieve this, I will first take three courses teaching researchers how to design activities that enable people to express and exchange their views in collaborative and creative ways.Through these events, I will collect data to understand the impact of Teach First in schools and teacher education, enabling me to plan for future research projects. Those attending these events - and later, others who read my report on their outcomes - will also benefit by gaining a new understanding of Teach First offered from the perspective of those who are experiencing it.During the Fellowship, I will also build professional networks and share my research by contacting researchers in other countries where a Teach First-inspired programme has been launched. In this way, I will begin develop a research network focused on Teach First-type programmes worldwide and how and why such programmes are rapidly spreading internationally. To share our preliminary research, I will organise a symposium at an international academic conference and arrange to have our work published as a special issue journal.Finally, I will take additional courses to develop my professional knowledge and skills in conducting different types of studies.