Andrew Pollard

The social world of children's learning : case studies of pupils from four to seven

Do children still matter in education? With its focus on childrens learning in the initial three years of schooling, this book contains the first part of a report of an ethnographic study of individual pupils from the ages of four to 11 in an English primary school.

Teachers and education policy: Roles and models

Abstract Four models are outlined for describing and analysing the role of teachers in the formulation of educational policy and the resulting processes of change. The model of teachers as partners in education policy making draws on a pluralist view of political processes and an assumption of a degree of autonomy for teachers and schools. A model of teachers as implementers of change draws a sharp distinction between the processes of policy making and policy execution and excludes teachers from an involvement in the former. A model of teachers as resisting change has been put forward both by those most opposed to and those most supportive of current educational policy developments. Finally, a model of teachers as policy makers in practice is proposed to describe the way in which the reality of teaching situations can lead to the independent actions of individual teachers having systematic policy effects. The applicability of these models is considered in the context of contemporary educational changes dr...

Some Sink, Some Float: National Curriculum assessment and accountability

Abstract This article considers the Governments stated aims of introducing to British primary schools an assessment process which would be simultaneously criterion‐referenced, formative, moderated, related to progression and evaluative. Accountability, which has provided the main rationale for the process, presupposes reliability. In 1991, as part of the Bristol Primary Assessment, Curriculum and Experience (PACE) research, the same Standard Assessment Task (SAT) was observed in use in three Year 2 classrooms in different local education authorities (LEAs), providing a case study through which the reliability of the system is assessed. It is suggested that the variations in the circumstances and experience of teachers and children were so marked that the system is seriously flawed. The SAT discussed, Science 1 (Sinking and Floating), was dropped from the 1992 programme after severe criticism: the article questions whether this was the right response and discusses some of the wider issues raised.

The changing nature of assessment in English primary classrooms: Findings from the PACE project 1989–1997

The effective use of evaluation is currently hailed as the ultimate tool in raising standards and ensuring accountability for virtually all areas of life. Nowhere has this been more in evidence than in the area of schooling. This increasing emphasis on target setting and the raising of standards through summative assessment has brought with it major changes to the educative experience for both teachers and their pupils. The PACE Project, which began in 1989, was designed to track these changes as they impacted on a representative sample of teachers and their pupils as they progressed through primary schooling. This article highlights some of the major issues which have emerged from the study and goes on to discuss what implications these might have for future policy-making.

Still Carrying the Can: primary‐school headship in the 1990s

ABSTRACT The heads of twelve schools in the primary sector in an English county town were interviewed as part of a study of the influence of markets and market ideologies on the management of small‐service providers. Overall, the heads felt that their responsibilities were as great or greater than ever. There was considerable variation in the extent to which new approaches and business‐derived management discourse had been consciously adopted, but many of the practices were consistent with aspects of this discourse, although there was also a desire to retain traditional features of primary headship.

Pupils’ Learning, Identity and Social Context: the case of Mary∗

ABSTRACT This paper provides an analysis of social factors which influence the sense of identity and approach to learning of young children. The analysis is set in the context of a critique of national education policies which fail to appreciate the importance of the engagement of learners in learning processes. However, it focuses at a more detailed level on the social dynamics between children and parents, siblings, peers and teachers and the ways in which these evolve over time and influence identity. A model of key factors and processes is presented which draws on both symbolic interactionism and social constructivism and its use is illustrated through a detailed case study of the learning of one child over a three‐year period. ∗