Redefining public values: data use and value dilemmas in education
In this article, we explore how values in education are negotiated and partly redefined by teachers, school leaders and local administrators with data use and accountability. Two dilemmas are prominent for the teachers: 1) Testing and data use are perceived as important to meet the needs of the stud...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2021-01-01
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| Series: | Education Inquiry |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/20004508.2020.1733744 |
| _version_ | 1819297974690250752 |
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| author | Sølvi Mausethagen Tine S. Prøitz Guri Skedsmo |
| author_facet | Sølvi Mausethagen Tine S. Prøitz Guri Skedsmo |
| author_sort | Sølvi Mausethagen |
| collection | DOAJ |
| description | In this article, we explore how values in education are negotiated and partly redefined by teachers, school leaders and local administrators with data use and accountability. Two dilemmas are prominent for the teachers: 1) Testing and data use are perceived as important to meet the needs of the students and to create transparency and initiating innovation in schools, yet they lead to performance pressure on the students and narrow the societal mandate in education, and 2) Although it is important to identify students at the lowest proficiency levels, the established accountability chains acknowledge the progress of these students and the teachers’ efforts only to a limited extent. However, values such as meeting the needs of individual students, transparency and innovation/renewal are partly redefined and narrowed on other institutional levels. The dilemmas represent real normative conflicts in public services that are ultimately unsolvable yet not necessarily at odds with professional values. |
| first_indexed | 2024-12-24T05:22:32Z |
| format | Article |
| id | doaj.art-992d90c653904d4583f483faadf886dc |
| institution | Directory Open Access Journal |
| issn | 2000-4508 |
| language | English |
| last_indexed | 2024-12-24T05:22:32Z |
| publishDate | 2021-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Education Inquiry |
| spelling | doaj.art-992d90c653904d4583f483faadf886dc2022-12-21T17:13:25ZengTaylor & Francis GroupEducation Inquiry2000-45082021-01-0112111610.1080/20004508.2020.17337441733744Redefining public values: data use and value dilemmas in educationSølvi Mausethagen0Tine S. Prøitz1Guri Skedsmo2OsloMet – Oslo Metropolitan UniversityUniversity of South-Eastern NorwayUniversity of OsloIn this article, we explore how values in education are negotiated and partly redefined by teachers, school leaders and local administrators with data use and accountability. Two dilemmas are prominent for the teachers: 1) Testing and data use are perceived as important to meet the needs of the students and to create transparency and initiating innovation in schools, yet they lead to performance pressure on the students and narrow the societal mandate in education, and 2) Although it is important to identify students at the lowest proficiency levels, the established accountability chains acknowledge the progress of these students and the teachers’ efforts only to a limited extent. However, values such as meeting the needs of individual students, transparency and innovation/renewal are partly redefined and narrowed on other institutional levels. The dilemmas represent real normative conflicts in public services that are ultimately unsolvable yet not necessarily at odds with professional values.http://dx.doi.org/10.1080/20004508.2020.1733744value dilemmasdata useaccountabilityteachersschool leadersadministrators |
| spellingShingle | Sølvi Mausethagen Tine S. Prøitz Guri Skedsmo Redefining public values: data use and value dilemmas in education Education Inquiry value dilemmas data use accountability teachers school leaders administrators |
| title | Redefining public values: data use and value dilemmas in education |
| title_full | Redefining public values: data use and value dilemmas in education |
| title_fullStr | Redefining public values: data use and value dilemmas in education |
| title_full_unstemmed | Redefining public values: data use and value dilemmas in education |
| title_short | Redefining public values: data use and value dilemmas in education |
| title_sort | redefining public values data use and value dilemmas in education |
| topic | value dilemmas data use accountability teachers school leaders administrators |
| url | http://dx.doi.org/10.1080/20004508.2020.1733744 |
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