View in EDS HTML Full Text PDF Full Text

Teachers’ experience of and attitudes toward activities to maximise qualification results in England.

Saved in:
Bibliographic Details
Title: Teachers’ experience of and attitudes toward activities to maximise qualification results in England.
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]
Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 131927236
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teachers’ experience of and attitudes toward activities to maximise qualification results in England.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Meadows%2C+Michelle%22">Meadows, Michelle</searchLink><br /><searchLink fieldCode="AR" term="%22Black%2C+Beth%22">Black, Beth</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Oxford+Review+of+Education%22">Oxford Review of Education</searchLink>. Oct2018, Vol. 44 Issue 5, p563-580. 18p. 3 Charts.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+accountability%22">Educational accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+malpractice%22">Educational malpractice</searchLink><br /><searchLink fieldCode="DE" term="%22Education+ethics%22">Education ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=131927236
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/03054985.2018.1500355
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 563
    Subjects:
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Educational accountability
        Type: general
      – SubjectFull: Educational malpractice
        Type: general
      – SubjectFull: Education ethics
        Type: general
      – SubjectFull: Secondary education
        Type: general
      – SubjectFull: Teenagers
        Type: general
    Titles:
      – TitleFull: Teachers’ experience of and attitudes toward activities to maximise qualification results in England.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Meadows, Michelle
      – PersonEntity:
          Name:
            NameFull: Black, Beth
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Text: Oct2018
              Type: published
              Y: 2018
          Identifiers:
            – Type: issn-print
              Value: 03054985
          Numbering:
            – Type: volume
              Value: 44
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: Oxford Review of Education
              Type: main
ResultId 1