Repensando el cambio escolar y el papel de la evaluación: la experiencia de dos países anglófonos

• Autores: Terry Wrigley
• Localización: Revista Iberoamericana de Evaluación Educativa, ISSN-e 1989-0397, Vol. 6, Nº. 2, 2013, págs. 73-90
• Idioma: español
• Títulos paralelos:
  • Rethinking school change and the role of evaluation: two anglophone countries experience
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    En este artículo se toman en cuenta las formas particulares que el cambio escolar y la evaluación han tomado en países dominados por una ideología neo-liberal. Geográficamente, se enfoca particularmente en los países anglófonos más poderosos, Inglaterra y Estados Unidos, cuyos políticos se impulsan unos a otros en sus decisiones, seguidos muy de cerca por Australia, que parece siempre estar listo para imitar sus peores iniciativas. En particular, el artículo resalta cómo los paradigmas conocidos como Eficacia Escolar y Mejora de la Escuela se unieron en el contexto de la mercadizacióni escolar en Inglaterra. El artículo concluye observando el daño que las evaluaciones de alta repercusión en la toma de decisiones, causan a las relaciones humanas y apunta a posibilidades más fructíferas para evaluar el desarrollo humano en las escuelas.

  • English

    This paper concerns the particular forms which school change and evaluation have taken in countries dominated by neoliberal ideology. Geographically its focus is particularly on the most powerful anglophone countries England and the US, whose politicians play leapfrog with each other, followed closely by Australia which always seems ready to imitate their worst initiatives. In particular, the paper highlights how paradigms known as School Effectiveness and School Improvement came together in the context of the marketisation of schooling in England. The paper concludes by looking at the damage which high-stakes evaluation does to human relationships and points to more fruitful possibilities for evaluating human development in schools.

• Referencias bibliográficas
  • Angus, L. (1993). The sociology of school effectiveness. British Journal of Sociology of Education 14(3), 333-345.
  • Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry 11(1), 3-43.
  • Appadurai, A. (2004). The capacity to inspire: Culture and the terms of recognition. En V. Rao y M. Walton (eds.), Culture and public action...
  • Ball, S. (1998). Educational studies, policy entrepreneurship and social theory. En R. Slee y G. Weiner (eds.), School effectiveness for whom?...
  • Ball, S. (2008). The education debate. Bristol: Policy Press.
  • Bildungskommission N. R. (1995). Zukunft der Bildung – Schule der Zukunft. Denkschrift der Kommission ‘Zukunft der Bildung – Schule der Zukunft’...
  • Bok, J. (2010). The capacity to aspire to higher education: “It’s like making them do a play without a script. Critical Studies in Education,...
  • Ball, S. y Vincent, C. (1998).“I heard it on the grapevine”: “Hot” knowledge and school choice. British Journal of Sociology of Education,...
  • Booth, T. y Ainscow, M. (2000). Index for inclusion. Recuperado de (http://www.csie.org.uk/resources/translations/IndexSpanish_SouthAmerica.pdf)
  • Bourdieu, M. y Passeron, J.C. (1977). Reproduction in education, society and culture. Londres: Sage.
  • Brookover, W., Schweitzer, J., Schneider, J., Beady, C., Flood, P. y Wisenbaker, J. (1978). Elementary school social climate and school achievement....
  • Büeler, X. (1998). Schulqualität and Schulwirksamkeit. En H. Altrichter et al. (eds), HandbuchzurSchulentwicklung (pp. 58-76). Innsbruck:...
  • Carter-Wall, C. y Whitfield, G. (2012) The role of aspirations, attitudes and behaviour in closing the educational attainment gap. Nueva York:...
  • Clarke, P. (2001). Feeling compromised – the impact on teachers of the performance culture. Improving Schools 4(3), 23-32.
  • Deal, T. y Peterson, K. (1999). Shaping school culture. San Francisco: Jossey-Bass.
  • Donnelley, R. (2007). Gender Equality: A Toolkit for Education Staff. Edinburgh: Scottish Executive. Recuperado de http://www.scotland.gov.uk/Resource/Doc/196713/0052704.pdf
  • Fielding, M. (1999) Target setting, policy pathology and student perspectives: learning to labour in new times. Cambridge Journal of Education...
  • Freebody, P., Ludwig, C. y Gunn, S. (1995). Everyday literacy practices in and out of schools in low socio-economic urban communities, 1....
  • Goffman, E. (1968). Asylums: Essays on the social situation of mental patients and other inmates. Nueva York: Doubleday.
  • Gove, M. (2012). Speech to the Association of School and College Leaders. Recuperado de http://hamiltonmedia.co.uk/EducationV1.pdf
  • Gunter, H. (2001). Leaders and leadership in education. Londres: Chapman.
  • Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta Kappan, 73(4), 290–294.
  • Haberman, M (2010). Eleven consequences of failing to address the “pedagogy of poverty.” Phi Delta Kappan, 92(2), 45.
  • Hargreaves, A. (1994). Changing teachers, changing times. Londres: Cassell.
  • Hargreaves, A. (2003). Professional learning communities and performance training cults: The emerging apartheid of school improvement. En...
  • HM Inspectors of Schools (1992). Using ethos indicators in primary school self-evaluation. Edinburgo: Scottish Office Education Department....
  • HM Inspectors of Schools (1992). Using ethos indicators in secondary school self-evaluation. Edinburgo: Scottish Office Education Department....
  • INCLUD-ED Consortium. (2012). Final INCLUD-ED Report.Strategies for inclusion and social cohesion in Europe from education. INCLUD-ED Project,...
  • Kozol, J. (2008). Letters to a young teacher. Nueva York: Three Rivers.
  • McLaren, P. (1987). Schooling as a ritual performance: Towards a political economy of education. Londres: RKP.
  • McLaughlin, M. (1990). The Rand change agent study revisited: Macro perspectives, micro realities. Educational Researcher 19(9), 11-16.
  • Ravitch, D. (2010). The death and life of the great American school system: how testing and choice are undermining education. Nueva York:...
  • Rose, H. y Rose, S. (eds.) (1976). The political economy of science: ideology in the natural sciences. Londres: Macmillan.
  • Teddlie, C. y Reynolds, D. (2001). Countering the critics: responses to recent criticisms of school effectiveness research. School Effectiveness...
  • Reynolds, D., Hopkins, D. y Stoll, L. (1993). Linking school effectiveness knowledge and school improvement practice: towards a synergy. School...
  • Smyth, J. y Wrigley, T. (2013). Living on the edge: rethinking poverty, class and schooling. Nueva York: Peter Lang
  • Stoll, L. (1999). School culture: Black hole or fertile garden for school improvement. En J. Prosser (Ed.), School culture (pp. 60-76). Londres:...
  • Willis, P. (1977). Learning to labour: How working class kids get working class jobs. Londres: Gower.
  • Wrigley, T. (2000). The power to learn: Stories of success in the education of Asian and other bilingual pupils. Stoke-on-Trent: Trentham.
  • Wrigley, T. (2003). Schools of hope: a new agenda for school improvement. Stoke: Trentham Books.
  • Wrigley, T., Thomson, P. y Lingard, B. (eds.) (2012). Changing schools: Alternative ways to make a world of difference. Londres: Routledge.