Teachers’ experience of and attitudes toward activities to maximise qualification results in England.
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| Title: | Teachers’ experience of and attitudes toward activities to maximise qualification results in England. |
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| Authors: | Meadows, Michelle, Black, Beth |
| Source: | Oxford Review of Education. Oct2018, Vol. 44 Issue 5, p563-580. 18p. 3 Charts. |
| Subjects: | Academic achievement, Teachers, Educational accountability, Educational malpractice, Education ethics, Secondary education, Teenagers |
| Abstract: | Teachers in England are under pressure to maximise their pupils’ examination results, both to improve pupils’ life chances and to ensure their school performs well on government accountability measures. This article reports the findings of an anonymous, online, voluntary survey of 548 teachers from secondary schools and colleges. The survey asked teachers whether they had direct experience of 23 activities aimed at improving results. These activities ranged widely, for example from becoming markers to gain insight into the examination system, removing pupils from the school roll, to providing wording of sections of summative assessment to pupils. Respondents were also given the opportunity to describe other unlisted activities of which they had experience. They rated the acceptability of all the activities. Agreement about the acceptability of the activities varied. Some activities were almost universally condemned, while others were considered more appropriate. Care must be taken in generalising from the experiences and views of this relatively small, volunteer sample of teachers. The survey is, however, unique in providing evidence of the types of activities that some teachers employ and the kinds of ethical dilemmas they face. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Teachers in England are under pressure to maximise their pupils’ examination results, both to improve pupils’ life chances and to ensure their school performs well on government accountability measures. This article reports the findings of an anonymous, online, voluntary survey of 548 teachers from secondary schools and colleges. The survey asked teachers whether they had direct experience of 23 activities aimed at improving results. These activities ranged widely, for example from becoming markers to gain insight into the examination system, removing pupils from the school roll, to providing wording of sections of summative assessment to pupils. Respondents were also given the opportunity to describe other unlisted activities of which they had experience. They rated the acceptability of all the activities. Agreement about the acceptability of the activities varied. Some activities were almost universally condemned, while others were considered more appropriate. Care must be taken in generalising from the experiences and views of this relatively small, volunteer sample of teachers. The survey is, however, unique in providing evidence of the types of activities that some teachers employ and the kinds of ethical dilemmas they face. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03054985 |
| DOI: | 10.1080/03054985.2018.1500355 |
