Razzle Dazzle 8 Give em the old razzle dazzle, razzle dazzle em Thompsoncroft Pr

Razzle Dazzle 8 Give em the old razzle dazzle, razzle dazzle em Thompsoncroft Pr www.phwiki.com

Razzle Dazzle 8 Give em the old razzle dazzle, razzle dazzle em Thompsoncroft Pr

Mims, Scott, News Editor has reference to this Academic Journal, PHwiki organized this Journal Razzle Dazzle 8 Give em the old razzle dazzle, razzle dazzle em Thompsoncroft Productions Present: Razzle Dazzle ‘em – Jumping through the hoops of lesson observations in Further Education

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Carol Thompson (carol.thompson@beds.ac.uk) Peter Wolstencroft (peter.wolstencroft@beds.ac.uk) Research Question What impact do as long as mal lesson observations have on teaching in addition to learning (what is the real impact) Rise of managerialism ‘cultural re-engineering’ move towards an ‘entrepreneurial-competitive model’ (Ball 1999). Resulted in a rise in quality monitoring processes in addition to drive to con as long as mity in addition to compliance. Increase in accountability as long as managers brought about need as long as surveillance of teacher activity (McTavish 2003). Primacy of OFSTED criteria. The Story so far

Why bother Perceived need as long as measurement of per as long as mance ‘what gets measured gets done’ (Peters 1996). Codification of knowledge in addition to production of teaching st in addition to ards. Dismissal of tacit knowledge. Introjection of initiatives by management creating a as long as m of reified knowledge. For starters . ‘Put teaching in addition to learning at the heart of what we do’ in addition to stresses the right of every learner to expect in addition to receive teaching of excellence (DfES 2002:15). A few more ‘must haves’ The Assessment as long as Learning campaign. The measurement in addition to accommodation of learning styles. The need to demonstrate the development of functional skills. The need to show equality in addition to diversity. The need to highlight your use of ICT. The active learning campaign. And Many many many more

Who defines excellence When QMs were asked ‘How is guidance as long as grading produced’ ‘One person in a room on her own. Presumably reading bits of the Ofsted Common Inspection Framework advice h in addition to book. It was very much top down in terms of “I’m the Quality Manager, this is how we are doing it’”. The rhetoric of graded lesson observations centred on improving the learner experience this was the case in all cases. Similarly, the experience of lesson observations was consistent. Methodology

Selection of Sample Each group offered a different perspective: Policy Makers Implementers/developers Recipients General Findings Lesson observation schemes sold on the basis of improving teaching in addition to learning. All schemes using grading were effectively used as long as per as long as mance monitoring (only one college moved to a non-graded scheme). The OFSTED criteria were used by all colleges to grade lessons. Prevailing cynicism amongst all participants. No tangible evidence that the system improved T&L. Quantitative evidence was produced to prove the success. Teachers put on a show but do not want to be singled out as outst in addition to ing, indeed they actively discouraged it. The Interlude Who said what The quotes provided have been taken from the interviews . with one exception. But . who said what in addition to which one is a work of fiction

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Who said what “I was happy to be observed as it really helped me reflect on my practice.” Any surprises Tutor Responses – an overview All tutors were required to have a as long as mal observation as part of their job. All (bar one) respondents reported that observations were graded. Verbal feedback was given within 24 hours in 75% of cases but written feedback was often delayed. The modal average was a 4 day wait but there were examples of a delay of several weeks. In two cases, tutors were still waiting as long as feedback. Tutor responses – Part One

Tutor responses – Part Two Quality Managers in addition to ITE Professionals – Overview A great deal of similarity between the answers of these two groups. All graded observations were based on the OFSTED criteria. ITE professionals often felt “caught in the middle” between tutors in addition to senior managers. Quality Managers in addition to ITE Professionals Responses – Part One

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