Accessibility navigation


Student access to the curriculum in an age of performativity and accountability: an examination of policy enactment

Harris, R., Courtney, L., Ul-Abadin, Z. and Burn, K. (2019) Student access to the curriculum in an age of performativity and accountability: an examination of policy enactment. Research Papers in Education. ISSN 1470-1146

[img]
Preview
Text (Open Access) - Published Version
· Available under License Creative Commons Attribution Non-commercial No Derivatives.
· Please see our End User Agreement before downloading.

1MB
[img] Text - Accepted Version
· Restricted to Repository staff only

378kB

It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing.

To link to this item DOI: 10.1080/02671522.2019.1568528

Abstract/Summary

The curriculum is often the target of reform and governments use a range of accountability measures to ensure compliance. This paper examines the decisions schools in England make regarding history provision, in a period of curriculum change, and the potential consequences of these decisions. Drawing on a large, longitudinal data set, of primary and secondary material, the study examines the relationship between the number of students entered for public examination in history in England and a range of situated and material factors (Braun, Maguire and Ball, 2010). The data suggest that particular measures of accountability are effective in shaping school decision-making, but the type of school, socio-economic nature of the school intake, and students’ prior attainment are also important factors in understanding the decisions made. This does result in an inequitable access to history education; this inequity exists between different types of schools and socio-economic areas, and is also evident within schools where students with low prior attainment are less likely to be allowed to study history.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
ID Code:81643
Uncontrolled Keywords:policy; history education; curriculum; school decision-making
Publisher:Taylor & Francis

Downloads

Downloads per month over past year

University Staff: Request a correction | Centaur Editors: Update this record

Page navigation