Jacqueline Baxter - Academia.edu (original) (raw)
Papers by Jacqueline Baxter
School boards in England perform a vital function, operating, in common with other public sector ... more School boards in England perform a vital function, operating, in common with other public sector boards, in the areas of accountability, strategic direction, values and organisational performance monitoring. But rapid and sweeping changes to the English system of education since 2010 have created challenges for governors, not only with respect to their work in the oversight of increasingly complex school structures, but also in ensuring that public value is maintained within this increasingly diverse public service. Recent policies of austerity have meant that it is more important than ever that public services offer value for the taxpayer. This paper investigates education in the context of public value and examines what role school boards play within this. It begins by exploring the concept of ‘public value’ in the public services (Moore, 1995) and moves to examine how this concept plays out within the field of education. Employing discourse analysis it examines the discourses within documentation pertaining to the role and function of school governors, and explores the extent to which their role is premised upon the creation of public value in the particular service. It concludes that school boards do indeed have an increasingly fundamental role to play in the creation and oversight of public value in the increasingly complex and autonomous system of education in England.
International Journal of Educational Research, 2022
Routledge eBooks, Dec 29, 2020
![Research paper thumbnail of Making sense of school governing in England: Sources of information and challenges [Comment les school governors anglais donnent du sens à leur action : enjeux et sources d’information]](https://attachments.academia-assets.com/115963774/thumbnails/1.jpg)
](Les cadres de l'éducation Making sense of school governing in England: Sources of information and... more Les cadres de l'éducation Making sense of school governing in England: Sources of information and challenges Comment les school governors anglais donnent du sens à leur action : enjeux et sources d'information
Accountability and educational improvement, 2017
International research has shown that school inspection and the media are both powerful influence... more International research has shown that school inspection and the media are both powerful influences on education policy. Since 2010 the government has sought to implement radical changes to the English education system, creating a new system of autonomous schools that support one another through formal or informal partnerships. These changes have suffered from considerable resistance from both schools and Local Education Authorities who often perceive these changes to be ideologically motivated and largely ineffective in raising standards of teaching and learning. The changes are largely implemented following inspection visits by Ofsted, the English schools’ inspectorate, in which schools are deemed to be underperforming. For this reason Ofsted has become a powerful driver within the implementation of this policy: lending both legitimacy and rationale to the process. Yet Ofsted, is arguably independent agency, purporting to inspect ‘without fear or favour’ and has, on many occasions since its inception in 1992, argued that its strength lies in its independence from government. But this argument is undermined when the agency is used to implement what is perceived as ideologically motivated policy. This chapter investigates to what extent Ofsted is used within the framing of education policy and what this means in terms of perceptions of the agency (its impartiality) and for education more broadly. Sampling from 3 national newspapers the study analyses 160 articles on inspection, drawing on media discourse theory it posits a framework developed in order to examine the ways in which Ofsted (the English school inspectorate) is used to frame debate on the government’s academies project. Employing this framework it investigates to what extent the media shape their coverage of a policy which has proven contentious with certain publics, in order to frame the debate in ways which appeal to their readership. Using the framework for analysis the chapter responds to the following questions: (A) To what extent do broadsheet newspapers frame their approach to the Academy Project, by the work of the inspectorate (B) What values are assumed of the readership of each newspaper and how are these mobilised within news articles (C) What do the results of questions A and B imply for Ofsted’s claims of impartiality from government?
Springer eBooks, Mar 1, 2017
International research has shown that school inspection and the media are both powerful influence... more International research has shown that school inspection and the media are both powerful influences on education policy. Since 2010 the government has sought to implement radical changes to the English education system, creating a new system of autonomous schools that support one another through formal or informal partnerships. These changes have suffered from considerable resistance from both schools and Local Education Authorities who often perceive these changes to be ideologically motivated and largely ineffective in raising standards of teaching and learning. The changes are largely implemented following inspection visits by Ofsted, the English schools’ inspectorate, in which schools are deemed to be underperforming. For this reason Ofsted has become a powerful driver within the implementation of this policy: lending both legitimacy and rationale to the process. Yet Ofsted, is arguably independent agency, purporting to inspect ‘without fear or favour’ and has, on many occasions since its inception in 1992, argued that its strength lies in its independence from government. But this argument is undermined when the agency is used to implement what is perceived as ideologically motivated policy. This chapter investigates to what extent Ofsted is used within the framing of education policy and what this means in terms of perceptions of the agency (its impartiality) and for education more broadly. Sampling from 3 national newspapers the study analyses 160 articles on inspection, drawing on media discourse theory it posits a framework developed in order to examine the ways in which Ofsted (the English school inspectorate) is used to frame debate on the government’s academies project. Employing this framework it investigates to what extent the media shape their coverage of a policy which has proven contentious with certain publics, in order to frame the debate in ways which appeal to their readership. Using the framework for analysis the chapter responds to the following questions: (A) To what extent do broadsheet newspapers frame their approach to the Academy Project, by the work of the inspectorate (B) What values are assumed of the readership of each newspaper and how are these mobilised within news articles (C) What do the results of questions A and B imply for Ofsted’s claims of impartiality from government?
People, place and policy online, Apr 29, 2014
Remaking Citizenship in Multicultural Europe is introduced as an analysis of the difference that ... more Remaking Citizenship in Multicultural Europe is introduced as an analysis of the difference that women's movements and feminism have made to experiences and practices of citizenship across Europe. It presents the findings of a multidisciplinary , cross-national feminist research project (FEMCIT), considering them in light of current theories in this area.
Management in Education, Mar 2, 2021
Chair of IPDA, and Co-coordinator of ICSEI's Educational Leadership Network. Paul is also a Partn... more Chair of IPDA, and Co-coordinator of ICSEI's Educational Leadership Network. Paul is also a Partner Tutor on the University of Dundee's Master of Education programme, an external reviewer for the University of Hong Kong, and sits on the editorial board of MiE.
South Africa's history of oppression and apartheid has led to great inequalities, and educational... more South Africa's history of oppression and apartheid has led to great inequalities, and educational outcomes are generally poor. Corruption has been identified as one of the reasons for systemic failure to improve. This paper supports the idea of corruption as a cultural construct, 'its whole drama revealed in light of the existential insecurity which people feel towards it' (Taussig, 1992: ,p.4).Using documentary analysis of a key report on corruption in education, along with focus group data, the paper examines normative perceptions of corruption and how they undermine trust in educational processes & practices, asking: a) Which factors colour normative perceptions of corruption in education b) To what extent do these perceptions undermine trust in the education system. The paper concludes that educator corruption perceptions are powerful in undermining educators' sense of agency and self-efficacy and that distrust affects the way in which the education system operates.
The Argument This paper is concerned with the relationship between knowledge and governing, as re... more The Argument This paper is concerned with the relationship between knowledge and governing, as revealed by our current research on the work of the inspectorates of schools in England and Scotland. It is informed by our working hypothesis that, as governing has changed to become more networked, less bureaucratic, more flexible and interrelated, so too has knowledge changed, moving from its traditional construction and location in disciplinary silos into a more problem-based form, involving new actors in its production; working in new ways. We suggest that these changes have the effect of reconstituting knowledge as a policy-forming, rather than a policy-informing, activity (Issakyan et al 2008, Ozga et al 2010), and that attention to the shifting forms of knowledge and knowledge production are informative in enabling better understanding of the contemporary governing of education. In examining the role of knowledge in the authority claims of the inspectorate, we draw on the work of Freeman and Sturdy (2008) and take knowledge to be socially constructed, identifying its workings in inspection in relation to three elements-the enactment of knowledge (for example in the processes of knowledge production such as observation of teaching), the embodiment of knowledge (for example in the self-presentation and 'performance' of the inspectorial identity), and its encoding (for example in Ofsted's frameworks or HMIE's HGIOS). We shall attempt to illustrate this argument in the remainder of the paper, through examination of the work done by and in the processes of knowledge production in the school inspectorates of England and Scotland. The paper will first set out briefly some information about the research project on which this paper draws, then it will discuss, in sequence, the two inspectorates in terms of their work in the processes of knowledge production before drawing some provisional conclusions.
Accountability and educational improvement, 2017
In the original version of the book, the author biographies have to be included in the frontmatte... more In the original version of the book, the author biographies have to be included in the frontmatter. The erratum book has been updated with the change.
Policy Press eBooks, Mar 29, 2016
Routledge eBooks, Dec 29, 2020
Capacity of education systems to improve is recognised as key to a well-performing system linked ... more Capacity of education systems to improve is recognised as key to a well-performing system linked to high levels of system-wide trust at micro, meso and macro levels (Cerna, 2014). However, a number of systems suffer from climates of distrust, which infuse the system at every level, undermining motivation and commitment of staff and proving inimical for capacity. This chapter considers how distrust permeates education systems and how distrusting cultures undermine capacity and, concomitantly, learning outcomes. It concludes with a discussion of how distrusting cultures can be overturned and capacity restored, arguing that, in order to do this, a system-wide perspective must be adopted, and changes effected at every level within it
Routledge eBooks, Dec 29, 2020
This global collection brings a new perspective to the field of comparative education by presenti... more This global collection brings a new perspective to the field of comparative education by presenting trust, capacity and accountability as the three building blocks of education systems and education system reform. In exploring how these three factors relate to student learning outcomes across different international contexts, this book provides a powerful framework for a more equal system. Drawing upon research and case studies from scholars, policymakers and experts from international agencies across five continents, this book shows how trust, capacity and accountability interact in ways and with consequences that vary among countries, pointing readers towards understanding potential leverage points for system change. Trust, Accountability and Capacity in Education System Reform illuminates how these three concepts are embedded in an institutional context temporally, socially and institutionally and offers an analysis that will be of use to researchers, policymakers and agencies working in comparative education and towards education system reform.
Governing by Inspection, 2014
School boards in England perform a vital function, operating, in common with other public sector ... more School boards in England perform a vital function, operating, in common with other public sector boards, in the areas of accountability, strategic direction, values and organisational performance monitoring. But rapid and sweeping changes to the English system of education since 2010 have created challenges for governors, not only with respect to their work in the oversight of increasingly complex school structures, but also in ensuring that public value is maintained within this increasingly diverse public service. Recent policies of austerity have meant that it is more important than ever that public services offer value for the taxpayer. This paper investigates education in the context of public value and examines what role school boards play within this. It begins by exploring the concept of ‘public value’ in the public services (Moore, 1995) and moves to examine how this concept plays out within the field of education. Employing discourse analysis it examines the discourses within documentation pertaining to the role and function of school governors, and explores the extent to which their role is premised upon the creation of public value in the particular service. It concludes that school boards do indeed have an increasingly fundamental role to play in the creation and oversight of public value in the increasingly complex and autonomous system of education in England.
International Journal of Educational Research, 2022
Routledge eBooks, Dec 29, 2020
Les cadres de l'éducation Making sense of school governing in England: Sources of information and... more Les cadres de l'éducation Making sense of school governing in England: Sources of information and challenges Comment les school governors anglais donnent du sens à leur action : enjeux et sources d'information
Accountability and educational improvement, 2017
International research has shown that school inspection and the media are both powerful influence... more International research has shown that school inspection and the media are both powerful influences on education policy. Since 2010 the government has sought to implement radical changes to the English education system, creating a new system of autonomous schools that support one another through formal or informal partnerships. These changes have suffered from considerable resistance from both schools and Local Education Authorities who often perceive these changes to be ideologically motivated and largely ineffective in raising standards of teaching and learning. The changes are largely implemented following inspection visits by Ofsted, the English schools’ inspectorate, in which schools are deemed to be underperforming. For this reason Ofsted has become a powerful driver within the implementation of this policy: lending both legitimacy and rationale to the process. Yet Ofsted, is arguably independent agency, purporting to inspect ‘without fear or favour’ and has, on many occasions since its inception in 1992, argued that its strength lies in its independence from government. But this argument is undermined when the agency is used to implement what is perceived as ideologically motivated policy. This chapter investigates to what extent Ofsted is used within the framing of education policy and what this means in terms of perceptions of the agency (its impartiality) and for education more broadly. Sampling from 3 national newspapers the study analyses 160 articles on inspection, drawing on media discourse theory it posits a framework developed in order to examine the ways in which Ofsted (the English school inspectorate) is used to frame debate on the government’s academies project. Employing this framework it investigates to what extent the media shape their coverage of a policy which has proven contentious with certain publics, in order to frame the debate in ways which appeal to their readership. Using the framework for analysis the chapter responds to the following questions: (A) To what extent do broadsheet newspapers frame their approach to the Academy Project, by the work of the inspectorate (B) What values are assumed of the readership of each newspaper and how are these mobilised within news articles (C) What do the results of questions A and B imply for Ofsted’s claims of impartiality from government?
Springer eBooks, Mar 1, 2017
International research has shown that school inspection and the media are both powerful influence... more International research has shown that school inspection and the media are both powerful influences on education policy. Since 2010 the government has sought to implement radical changes to the English education system, creating a new system of autonomous schools that support one another through formal or informal partnerships. These changes have suffered from considerable resistance from both schools and Local Education Authorities who often perceive these changes to be ideologically motivated and largely ineffective in raising standards of teaching and learning. The changes are largely implemented following inspection visits by Ofsted, the English schools’ inspectorate, in which schools are deemed to be underperforming. For this reason Ofsted has become a powerful driver within the implementation of this policy: lending both legitimacy and rationale to the process. Yet Ofsted, is arguably independent agency, purporting to inspect ‘without fear or favour’ and has, on many occasions since its inception in 1992, argued that its strength lies in its independence from government. But this argument is undermined when the agency is used to implement what is perceived as ideologically motivated policy. This chapter investigates to what extent Ofsted is used within the framing of education policy and what this means in terms of perceptions of the agency (its impartiality) and for education more broadly. Sampling from 3 national newspapers the study analyses 160 articles on inspection, drawing on media discourse theory it posits a framework developed in order to examine the ways in which Ofsted (the English school inspectorate) is used to frame debate on the government’s academies project. Employing this framework it investigates to what extent the media shape their coverage of a policy which has proven contentious with certain publics, in order to frame the debate in ways which appeal to their readership. Using the framework for analysis the chapter responds to the following questions: (A) To what extent do broadsheet newspapers frame their approach to the Academy Project, by the work of the inspectorate (B) What values are assumed of the readership of each newspaper and how are these mobilised within news articles (C) What do the results of questions A and B imply for Ofsted’s claims of impartiality from government?
People, place and policy online, Apr 29, 2014
Remaking Citizenship in Multicultural Europe is introduced as an analysis of the difference that ... more Remaking Citizenship in Multicultural Europe is introduced as an analysis of the difference that women's movements and feminism have made to experiences and practices of citizenship across Europe. It presents the findings of a multidisciplinary , cross-national feminist research project (FEMCIT), considering them in light of current theories in this area.
Management in Education, Mar 2, 2021
Chair of IPDA, and Co-coordinator of ICSEI's Educational Leadership Network. Paul is also a Partn... more Chair of IPDA, and Co-coordinator of ICSEI's Educational Leadership Network. Paul is also a Partner Tutor on the University of Dundee's Master of Education programme, an external reviewer for the University of Hong Kong, and sits on the editorial board of MiE.
South Africa's history of oppression and apartheid has led to great inequalities, and educational... more South Africa's history of oppression and apartheid has led to great inequalities, and educational outcomes are generally poor. Corruption has been identified as one of the reasons for systemic failure to improve. This paper supports the idea of corruption as a cultural construct, 'its whole drama revealed in light of the existential insecurity which people feel towards it' (Taussig, 1992: ,p.4).Using documentary analysis of a key report on corruption in education, along with focus group data, the paper examines normative perceptions of corruption and how they undermine trust in educational processes & practices, asking: a) Which factors colour normative perceptions of corruption in education b) To what extent do these perceptions undermine trust in the education system. The paper concludes that educator corruption perceptions are powerful in undermining educators' sense of agency and self-efficacy and that distrust affects the way in which the education system operates.
The Argument This paper is concerned with the relationship between knowledge and governing, as re... more The Argument This paper is concerned with the relationship between knowledge and governing, as revealed by our current research on the work of the inspectorates of schools in England and Scotland. It is informed by our working hypothesis that, as governing has changed to become more networked, less bureaucratic, more flexible and interrelated, so too has knowledge changed, moving from its traditional construction and location in disciplinary silos into a more problem-based form, involving new actors in its production; working in new ways. We suggest that these changes have the effect of reconstituting knowledge as a policy-forming, rather than a policy-informing, activity (Issakyan et al 2008, Ozga et al 2010), and that attention to the shifting forms of knowledge and knowledge production are informative in enabling better understanding of the contemporary governing of education. In examining the role of knowledge in the authority claims of the inspectorate, we draw on the work of Freeman and Sturdy (2008) and take knowledge to be socially constructed, identifying its workings in inspection in relation to three elements-the enactment of knowledge (for example in the processes of knowledge production such as observation of teaching), the embodiment of knowledge (for example in the self-presentation and 'performance' of the inspectorial identity), and its encoding (for example in Ofsted's frameworks or HMIE's HGIOS). We shall attempt to illustrate this argument in the remainder of the paper, through examination of the work done by and in the processes of knowledge production in the school inspectorates of England and Scotland. The paper will first set out briefly some information about the research project on which this paper draws, then it will discuss, in sequence, the two inspectorates in terms of their work in the processes of knowledge production before drawing some provisional conclusions.
Accountability and educational improvement, 2017
In the original version of the book, the author biographies have to be included in the frontmatte... more In the original version of the book, the author biographies have to be included in the frontmatter. The erratum book has been updated with the change.
Policy Press eBooks, Mar 29, 2016
Routledge eBooks, Dec 29, 2020
Capacity of education systems to improve is recognised as key to a well-performing system linked ... more Capacity of education systems to improve is recognised as key to a well-performing system linked to high levels of system-wide trust at micro, meso and macro levels (Cerna, 2014). However, a number of systems suffer from climates of distrust, which infuse the system at every level, undermining motivation and commitment of staff and proving inimical for capacity. This chapter considers how distrust permeates education systems and how distrusting cultures undermine capacity and, concomitantly, learning outcomes. It concludes with a discussion of how distrusting cultures can be overturned and capacity restored, arguing that, in order to do this, a system-wide perspective must be adopted, and changes effected at every level within it
Routledge eBooks, Dec 29, 2020
This global collection brings a new perspective to the field of comparative education by presenti... more This global collection brings a new perspective to the field of comparative education by presenting trust, capacity and accountability as the three building blocks of education systems and education system reform. In exploring how these three factors relate to student learning outcomes across different international contexts, this book provides a powerful framework for a more equal system. Drawing upon research and case studies from scholars, policymakers and experts from international agencies across five continents, this book shows how trust, capacity and accountability interact in ways and with consequences that vary among countries, pointing readers towards understanding potential leverage points for system change. Trust, Accountability and Capacity in Education System Reform illuminates how these three concepts are embedded in an institutional context temporally, socially and institutionally and offers an analysis that will be of use to researchers, policymakers and agencies working in comparative education and towards education system reform.
Governing by Inspection, 2014