Advertisement

School Values and Effective Pedagogy: Case Studies of Two Leading Edge Schools in England

  • Wendy Robinson
  • Robert James Campbell
Chapter

Abstract

The chapter arises from a project examining the relationship between explicit values adopted by schools and the nature of the influence such values have on classroom practice. The project developed eight case studies of schools, through interviews with staff and students and through direct observation of classroom teaching. The schools were selected on the grounds that they had been judged outstandingly effective, under the English external inspection system, for the quality of both their management and their teaching and learning. The chapter argues that there is a circular relationship between making values explicit, school management and quality teaching. Values made explicit through the formation of school policy become reflected in teacher and student behaviour in classrooms, and then with student and teacher voice being represented in the schools’ policy-making groups, thereby completing the cycle. The chapter makes a case for the re-conceptualisation of pedagogy as being an issue of values, articulated at the whole-school level, rather than restricted to technical effectiveness by teachers in classrooms.

Keywords

Smart Card Effective Teaching Teacher Effectiveness Classroom Climate Moral Order 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Apple, M. (1986). Teachers and texts: A political economy of class and gender. New York: Routledge and Kegan Paul.Google Scholar
  2. Ball, S. (1999). Performativity and fragmentation in ‘postmodern’ schooling. In J. Carter (Ed.), Postmodemity and the fragmentation of welfare. London: Routledge.Google Scholar
  3. Bourdieu, P., & Passeron, J. C. (1977). Reproduction in education, society and culture. London: Sage.Google Scholar
  4. Brookover, W. B., Beady, C., Flood, P., Schweitzer, J., & Wisenbaker, J. (1979). Schools, social systems and student achievement: Schools can make a difference. New York: Praeger.Google Scholar
  5. Campbell, R. J., Kyriakides, L., Muijs, R. D., & Robinson, W. (2004a). Assessing teacher effectiveness: Developing a differentiated model. London; New York: RoutledgeFalmer.Google Scholar
  6. Campbell, R. J., Kyriakides, L., Muijs, R. D., & Robinson, W. (2004b). Effective teaching and values: Some implications for research and teacher appraisal. Oxford Review of Education, 30, 451–465.CrossRefGoogle Scholar
  7. Dunne, R., & Wragg, E. R. (1994). Effective teaching. London: Routledge.Google Scholar
  8. Durkheim, E. (1961). Moral education (E. K. Wilson & H. Schnurer, Trans.). New York: Free Press of Glencoe, Inc.Google Scholar
  9. Durkheim, E. (1925). L’education morale. Paris: Libraire Felix Alcan.Google Scholar
  10. Freiberg, J. H. (Ed). (1999). School climate: Measuring, improving and sustaining healthy learning environments. London: FalmerPress.Google Scholar
  11. Giddens, A. (1991). Modernity and self-identity: Self and society in the late modem age. Stanford, CA: Stanford University Press.Google Scholar
  12. Kyriacou, C. (1997). Effective teaching in schools: Theory and practice (2nd ed.). Cheltenham: Stanley.Google Scholar
  13. Kyriakides, L., Campbell, R. J., & Gagatsis, A. (2000). The significance of the classroom effect in primary schools: An application of Creemers’ comprehensive model of educational effectiveness. School Effectiveness and School Improvement, 11, 501–529.CrossRefGoogle Scholar
  14. Mortimore, P. (1998). The road to improvement. Lisse: Swets & Zeitlinger.Google Scholar
  15. Mortimore, P., Sammons, P., Stoll, L., Lewis, D., & Ecob, R. (1988). School matters: The junior years. Wells, UK: Open Books.Google Scholar
  16. OECD. (1990). The teacher today: Tasks, conditions, policies. Paris: Organisation for Economic Cooperation and Development (OECD).Google Scholar
  17. Peters, R. S. (1970). Ethics and education. London: Allen and Unwin.Google Scholar
  18. Peters, R. S. (1973). Authority, responsibility and education (3rd ed.). London: Allen and Unwin.Google Scholar
  19. Pollard, A. (1997). Reflective teaching in the primary school. London: Cassell.Google Scholar
  20. Pring, R. (1992). Standards and quality in education. British Journal of Educational Studies, 40, 4–22.CrossRefGoogle Scholar
  21. Reynolds, D., Creemers, B., Stringfield, S., Teddlie, C., & Schaffer, G. (Eds). (2002). World class schools: International perspectives on school effectiveness. London: Routledge Falmer.Google Scholar
  22. Richards, C. (2001). School inspection in England: A re-appraisal. Northampton: Philosophy of Education Society of Great Britain.Google Scholar
  23. Robinson, W., Campbell, R. J., & Mazzoli, R. (2006). Developing expertise: School-based studies. National Academy for Gifted and Talented Youth, Occasional Paper No. 12: University of Warwick.Google Scholar
  24. Scheerens, J., & Bosker, R. (1997). The foundations of educational effectiveness. Oxford: Pergamon.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  1. 1.University of ExeterExeterUK
  2. 2.University of WarwickCoventryUK

Personalised recommendations