“Schooling” performance measurement: the politics of governing teacher conduct in Australia

Henman, Paul and Gable, Alison (2015) “Schooling” performance measurement: the politics of governing teacher conduct in Australia. Policy and Society, 34 1: 63-74. doi:10.1016/j.polsoc.2015.02.002

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Author Henman, Paul
Gable, Alison
Title “Schooling” performance measurement: the politics of governing teacher conduct in Australia
Journal name Policy and Society   Check publisher's open access policy
ISSN 1449-4035
1839-3373
Publication date 2015-03-19
Sub-type Article (original research)
DOI 10.1016/j.polsoc.2015.02.002
Open Access Status
Volume 34
Issue 1
Start page 63
End page 74
Total pages 12
Place of publication Amsterdam, Netherlands
Publisher Elsevier
Collection year 2016
Language eng
Abstract Performance measurement (PM) in the public sector has progressively broadened to cover the operation of professionals traditionally framed as independent and autonomous. How PM reconstitutes the role and conduct of professionals is critical for understanding contemporary dynamics of policy and governance, and service provider–service user relationships. Building on Lipsky's classic Street-level Bureaucracy, this paper examines the ways in which street-level professionals are reconfigured in their roles as evidenced by the operation of Australia's schooling PM, NAPLAN. The paper reports findings from a project examining the effects of PM in social policy. Attention is given to the ambiguous and conflicting goals arising from measuring literacy and numeracy performance and the varied ways performance numbers are used by management for teacher governance at the street-level. These considerations have implications for the effectiveness of PM in delivering service improvements, the experience of service users, and the achievement of policy objectives.
Keyword Performance measurement
Sociology of education
Sociology of social policy
Schooling
NAPLAN
Australia
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Social Science Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 3 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 3 times in Scopus Article | Citations
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Created: Mon, 23 Mar 2015, 12:04:53 EST by Dr Paul Henman on behalf of School of Social Science