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

审视“全球教育政策”：了解“教学第一”的起源、影响和国际传播

• 批准号: ES/S011854/1
• 负责人: Emilee Rauschenberger
• 金额: $ 12.71万
• 依托单位: Manchester Metropolitan University
• 依托单位国家: 英国
• 项目类别: Fellowship
• 财政年份: 2018
• 资助国家: 英国
• 起止时间: 2018 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FS011854%2F1
• 关键词: Examining; Global; Education; Policy; Understanding

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.

我的研究重点是教第一和更大的问题，如何在一个地方的方案和政策旅行，并出现在其他情况下，以及这些想法是如何在这个过程中被改造。在我的博士学位，我研究了第一次教育的启动，并探讨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。Teach First是从美国引进的一个想法，由这些政策企业家于2002年发起，是英国一个著名的快速教师招聘和“领导力发展”计划。它的目标是通过将“顶尖”毕业生培养成高效的教师，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，来提高资源不足学校学生的成绩。我的博士研究探讨了政策企业家如何游说、发起、并在2001年至2003年期间通过访问50人和从相关文件，媒体报道和网站收集数据来实施他们对该计划的想法。通过仔细的分析，我结合了不同类型的数据来撰写政策“故事”，说明该计划是如何以及为什么产生的。这个故事揭示了该计划最初基于美国的想法是如何在三个关键点上进行重大改变，以克服一些人对该想法的抵制并获得其他人的认可。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研究成果，使其对他人有用，并发展我的知识，技能和学术研究人员的职业生涯。首先，我将把我的博士研究改编成一本书出版。这将使更多的观众能够获得并感兴趣。此外，我将发表三篇期刊文章，重点介绍我的研究中的宝贵见解，以告知教育和政策领域的其他研究人员。通过这种方式，我将与广泛的受众分享我的研究，并建立一个出版记录，以建立我的职业生涯。这些出版物还将扩大对“教育第一”的非常有限的研究。为了进一步扩展我的研究，使其对实践者有意义，我将从那些与它合作的人的角度来探讨Teach First在教育中的影响-这是一个迄今为止被忽视的观点。为了做到这一点，我将为与Teach First合作的学校的中层领导举办五次研讨会，并为培训Teach First教师的大学教师教育工作者举办两次圆桌会议。在这些会议中，与会者将以创造性的方式分享他们对Teach First的经验和看法。为了有效地实现这一目标，我将首先学习三门课程，教研究人员如何设计活动，使人们能够以合作和创造性的方式表达和交换意见。通过这些活动，我将收集数据，了解Teach First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。参加这些活动的人--以及后来读到我关于他们成果的报告的人--也将受益于从正在经历的人的角度对Teach First提供的新理解。在奖学金期间，我还将建立专业网络，并通过联系其他国家的研究人员来分享我的研究，这些国家已经推出了Teach First启发的计划。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“教学第一”类型的项目，以及这些项目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出版。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。