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Journal ArticleDOI

Grant Maintainted Schools: Education in the Market Place

01 Jun 1994-British Journal of Educational Studies (Kogan Page)-Vol. 42, Iss: 2, pp 204
TL;DR: The grant-maintained schools and the great reform of education as discussed by the authors, the uptake of the policy local education authorities and opting out, pupils and parents opting out and the education marketplace - two case studies self-governance, diversity and developments.
Abstract: Grant-maintained schools and the great reform of education the grant-maintained schools policy the uptake of the policy local education authorities and opting out going grant-maintained experiencing grant-maintained schools - pupils and parents opting out and the education marketplace - two case studies self-governance, diversity and developments.
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Journal ArticleDOI
TL;DR: In this paper, it is argued that following the demise of the age of professional accountability, a regime of neo-liberal corporate accountability has dominated the governance of education and that possibilities of change may lie in the contradictions of accountability within the regime of governance.
Abstract: The practices of accountability and the dispositions they have engendered have changed over time since the mid‐1970s. It will be argued that following the demise of the age of professional accountability a regime of neo‐liberal corporate accountability has dominated the governance of education. The distinctive dimensions of this regime – of consumer choice, of contract efficiency, quality, and capital ownership – have been introduced at different times since 1979. While it is possible to periodize their inception it is necessary to see them as, over time, extending and intensifying into a coherent regime of regulation. Thus understanding of the present modes can only be understood by clarifying the historical and political conditions which have shaped them. Nevertheless, possibilities of change may lie in the contradictions of accountability within the regime of governance.

471 citations

Journal ArticleDOI
TL;DR: This paper used regression discontinuity design to compare the performance of high schools in the geographic neighborhoods of narrow vote winners and narrow vote losers, and found that the gains did not spill over.
Abstract: This paper studies a recent British reform that allowed public high schools to opt out of local authority control and become autonomous schools funded directly by the central government. Schools seeking autonomy had only to propose and win a majority vote among current parents. Almost one in three high schools voted on autonomy between 1988 and 1997, and using a version of the regression discontinuity design, I find large achievement gains at schools in which the vote barely won compared to schools in which it barely lost. Despite other reforms that ensured that the British education system was, by international standards, highly competitive, a comparison of schools in the geographic neighborhoods of narrow vote winners and narrow vote losers suggests that these gains did not spill over.

187 citations


Cites background from "Grant Maintainted Schools: Educatio..."

  • ...…took place between 1992 and 1995.5 Anecdotal and survey evidence suggests that head teachers were instrumental in deciding whether a GM vote was held, with the outcome of the vote determined by a campaign heavily influenced by teachers and the local school district (Fitz, Halpin, and Power 1993)....

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Journal ArticleDOI
TL;DR: The authors examines a number of connecting themes concerning home-school relations over the last 20 years and argues that the position of parents in relation to the education system can be seen as an instructive case study for the broader trends and shifts in the relationship between citizens and public sector institutions.
Abstract: [1] In Discipline and Punish, Foucault gives a pertinent example of the ‘swarming of disciplinary mechanisms’: “The Christian school must not simply train docile children; it must also make it possible to supervise the parents, to gain information as to their way of life, their resources, their piety, their morals’ (1977, p. 211). This article examines a number of connecting themes concerning home‐school relations over the last 20 years. We argue that the position of parents in relation to the education system can be seen as an instructive case study for the broader trends and shifts in the relationship between citizens and public sector institutions. As such we conclude that the important developments, upon which future analysis should concentrate, are those where parents seek to define for themselves new understandings of what constitutes an ‘appropriate’ parental role, rather than being captured within a hegemonic discourse of ‘good’ parenting. The incursions of consumerism into public sector ...

156 citations

Journal ArticleDOI
TL;DR: This article found that teachers are motivated most strongly by altruism, affiliation and personal growth, and were also most satisfied with core business aspects of teaching, facilitating student learning and achievement, developing as a professional and working with other staff, and least satisfied with matters from systemic and societal levels.
Abstract: This paper presents the results of a study of a sample of 609 English teachers and school executive (headteachers, deputies, etc.). The study sought to examine and benchmark teachers’ occupational motivation, satisfaction and health and to test a model of teacher satisfaction developed in Australia in a previous research phase. English teachers were found, in common with their Australian counterparts, to be motivated most strongly by altruism, affiliation and personal growth. They were also found, again like Australian teachers, to be most satisfied with ‘core business’ aspects of teaching‐‐facilitating student learning and achievement, developing as a professional and working with other staff; and the least satisfied with matters from systemic and societal levels‐‐the nature and pace of educational change, and the status and image of teaching. Between these two domains lay factors specific to particular schools: school leadership and communication, school resources and relationships with communi...

98 citations

Journal ArticleDOI
TL;DR: In this paper, the authors developed an informal theory in which the number of entering charter schools depends on how closely the distribution of education programs in public and private schools matches parental preferences and found that more charter schools locate where populations are diverse in terms of race, income, and adult education levels.

94 citations