The DOI matches its Crossref record; 25 of the 25 references it cites were found in a registry or an index.
Governing education through data in England: from regulation to self‐evaluation
Abstract
This paper explores the relationship between changing forms of the governance of education and the growth and uses of data in the context of England – a context that can be described as the most ‘advanced’ in Europe in terms of data production and use. The paper links the shifting relations between the central department of education (variously known between the 1980s and the time of writing as the Department of Education and Science [DES], Department for Education and Skills [DfES] and the Department for Children, Schools and Families [DCSF]), the local education authorities and the schools to the growth and development of data‐based systems of inspection and performance management, and suggests that the massive growth of data has unbalanced the relations of governing and created highly centralised system steering. Recent attempts to ‘rebalance’ steering through ‘intelligent accountability’ invoke network principles and self‐regulation through self‐evaluation, and thus give the appearance of deregulation, but the centre maintains control through its management and use of data, and local government remains peripheral.
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Cites
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Cited by
Lingard, B., Martino, W., & Rezai-Rashti, G. (2013) · Journal of Education Policy · doi:10.1080/02680939.2013.820042 · Cited by 394
Amsler, S., & Facer, K. (2017) · Futures · doi:10.1016/j.futures.2017.01.001 · Cited by 147
Lennert da Silva, A. L., & Mølstad, C. E. (2020) · The Curriculum Journal · doi:10.1002/curj.3 · Cited by 63
“The research questions are: How can Brazilian and Norwegian teachers’ autonomy be interpreted with respect to nation-specific characteristics of the respective school settings in an accountability system? What might teacher autonomy mean for Brazilian and Norwegian teachers’ agency in an age of accountability? Account…”
BackgroundPlace-based governance and leadership in decentralised school systems: evidence from England
Greany, T. (2022) · Journal of Education Policy · doi:10.1080/02680939.2020.1792554 · Cited by 61
Governing teacher learning: understanding teachers’ compliance with and critique of standardization
Hardy, I. (2018) · Journal of Education Policy · doi:10.1080/02680939.2017.1325517 · Cited by 55
Metadata
- Authors
- Ozga, J.
- Venue
- Journal of Education Policy
- Publisher
- Informa UK Limited
- Published
- 2009-03
- Volume
- 24
- Issue
- 2
- Pages
- 149-162
- ISSN
- 0268-0939 (ISSN-L)
- 1464-5106
- OpenAlex
- W1984395779
- Cited by
- 615
- References
- 25
- FWCI
- 47.62
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
