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Chasing improved pupil performance: the impact of policy change on school educators' perceptions of their professional identity, the case of further change in English schools.

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  • Additional Information
    • Subject Terms:
    • Abstract:
      Changes in education systems across Europe are a response to perceived needs to improve academic performance. The recent workforce remodelling agenda in England (2003-2005) reflected a growing concern that centralisation and the associated deskilling of teachers had gone too far. The resultant restructuring of the work of teachers, giving roles previously performed by teachers to staff without teaching qualifications, needs to be considered from the perspective of those involved. What is clear from comparative studies is that experiences of the implementation of such policies are influenced by local factors. The study reported here focuses on the effect of a significant policy change on teachers in two English local authorities through a mixture of 557 questionnaires and 86 semi-structured interviews collected from five secondary and nine primary schools. The data focus on the changing roles of teachers and teaching assistants and the lessons to be learned for system changes beyond remodelling. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)
    • Author Affiliations:
      1Liverpool John Moores University, UK
      2University of Liverpool, UK
    • ISSN:
      0141-1926
    • Accession Number:
      10.1080/01411920903215853
    • Accession Number:
      55204819
  • Citations
    • ABNT:
      HAMMERSLEY, F. L.; QUALTER, A. Chasing improved pupil performance: the impact of policy change on school educators’ perceptions of their professional identity, the case of further change in English schools. British Educational Research Journal, [s. l.], v. 36, n. 6, p. 903–917, 2010. DOI 10.1080/01411920903215853. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=55204819&custid=s8280428. Acesso em: 24 fev. 2020.
    • AMA:
      Hammersley FL, Qualter A. Chasing improved pupil performance: the impact of policy change on school educators’ perceptions of their professional identity, the case of further change in English schools. British Educational Research Journal. 2010;36(6):903-917. doi:10.1080/01411920903215853.
    • APA:
      Hammersley, F. L., & Qualter, A. (2010). Chasing improved pupil performance: the impact of policy change on school educators’ perceptions of their professional identity, the case of further change in English schools. British Educational Research Journal, 36(6), 903–917. https://doi.org/10.1080/01411920903215853
    • Chicago/Turabian: Author-Date:
      Hammersley, Fletcher, Linda, and Anne Qualter. 2010. “Chasing Improved Pupil Performance: The Impact of Policy Change on School Educators’ Perceptions of Their Professional Identity, the Case of Further Change in English Schools.” British Educational Research Journal 36 (6): 903–17. doi:10.1080/01411920903215853.
    • Harvard:
      Hammersley, F. L. and Qualter, A. (2010) ‘Chasing improved pupil performance: the impact of policy change on school educators’ perceptions of their professional identity, the case of further change in English schools’, British Educational Research Journal, 36(6), pp. 903–917. doi: 10.1080/01411920903215853.
    • Harvard: Australian:
      Hammersley, FL & Qualter, A 2010, ‘Chasing improved pupil performance: the impact of policy change on school educators’ perceptions of their professional identity, the case of further change in English schools’, British Educational Research Journal, vol. 36, no. 6, pp. 903–917, viewed 24 February 2020, .
    • MLA:
      Hammersley, Fletcher, Linda, and Anne Qualter. “Chasing Improved Pupil Performance: The Impact of Policy Change on School Educators’ Perceptions of Their Professional Identity, the Case of Further Change in English Schools.” British Educational Research Journal, vol. 36, no. 6, Dec. 2010, pp. 903–917. EBSCOhost, doi:10.1080/01411920903215853.
    • Chicago/Turabian: Humanities:
      Hammersley, Fletcher, Linda, and Anne Qualter. “Chasing Improved Pupil Performance: The Impact of Policy Change on School Educators’ Perceptions of Their Professional Identity, the Case of Further Change in English Schools.” British Educational Research Journal 36, no. 6 (December 2010): 903–17. doi:10.1080/01411920903215853.
    • Vancouver/ICMJE:
      Hammersley FL, Qualter A. Chasing improved pupil performance: the impact of policy change on school educators’ perceptions of their professional identity, the case of further change in English schools. British Educational Research Journal [Internet]. 2010 Dec [cited 2020 Feb 24];36(6):903–17. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=55204819&custid=s8280428