scholarly journals Appraisal: a process for control or development?: a study of teacher accountability, power and decision-making with emphasis on the New Zealand context

2021 ◽  
Author(s):  
◽  
Sandra Wendy Aikin
Keyword(s):  
Decision Making ◽  
United Kingdom ◽  
New Zealand ◽  
Teacher Appraisal ◽  
Historical Study ◽  
Teacher Accountability ◽  
Professional Performance ◽  
The United Kingdom ◽  
Factors Influencing

<p>This sociological-historical study aims to contribute to the understanding and analysis of the changing pattern of power and decision-making in education apparent in the development of teacher appraisal policy. The study provides an account of the factors influencing the New Zealand teacher appraisal policy draft which at the time of writing is still to be released. A range of considerations to be taken into account is exposed and the signposts for the development of teacher appraisal policy are made explicit. This is achieved by making the process transparent as well as recognising and evaluating the contribution made by participants. A key feature of this study is the examination of the 'policy importation' process as the emerging demand for greater teacher accountability in both the United Kingdom and New Zealand has resulted in the formalisation of the assessment of teachers' professional performance through appraisal policies. This study argues that three perspectives have shaped the debate on teacher appraisal: neo-liberal market; managerial; and professional. It posits that a noticeable shift has been made towards the requirements of managerial accountability and examines the reasons for this.</p>

scholarly journals Appraisal: a process for control or development?: a study of teacher accountability, power and decision-making with emphasis on the New Zealand context

2021 ◽  
Author(s):  
◽  
Sandra Wendy Aikin
Keyword(s):  
Decision Making ◽  
United Kingdom ◽  
New Zealand ◽  
Teacher Appraisal ◽  
Historical Study ◽  
Teacher Accountability ◽  
Professional Performance ◽  
The United Kingdom ◽  
Factors Influencing

<p>This sociological-historical study aims to contribute to the understanding and analysis of the changing pattern of power and decision-making in education apparent in the development of teacher appraisal policy. The study provides an account of the factors influencing the New Zealand teacher appraisal policy draft which at the time of writing is still to be released. A range of considerations to be taken into account is exposed and the signposts for the development of teacher appraisal policy are made explicit. This is achieved by making the process transparent as well as recognising and evaluating the contribution made by participants. A key feature of this study is the examination of the 'policy importation' process as the emerging demand for greater teacher accountability in both the United Kingdom and New Zealand has resulted in the formalisation of the assessment of teachers' professional performance through appraisal policies. This study argues that three perspectives have shaped the debate on teacher appraisal: neo-liberal market; managerial; and professional. It posits that a noticeable shift has been made towards the requirements of managerial accountability and examines the reasons for this.</p>

scholarly journals A qualitative systematic review of factors influencing parents’ vaccination decision-making in the United Kingdom

2016 ◽  
Vol 2 ◽  
pp. 603-612 ◽  
Author(s):  
Alice S. Forster ◽  
Lauren Rockliffe ◽  
Amanda J. Chorley ◽  
Laura A.V. Marlow ◽  
Helen Bedford ◽  
...  
Keyword(s):  
Systematic Review ◽  
Decision Making ◽  
United Kingdom ◽  
The United Kingdom ◽  
Factors Influencing ◽  
Qualitative Systematic Review ◽  
Vaccination Decision

scholarly journals Post-decisional logics of inaction: The influence of knowledge controversy in climate policy decision-making

2017 ◽  
Vol 49 (10) ◽  
pp. 2281-2299 ◽  
Author(s):  
Amelia Sharman ◽  
Richard Perkins
Keyword(s):  
Decision Making ◽  
United Kingdom ◽  
New Zealand ◽  
Climate Policy ◽  
Climate Change Policy ◽  
Policy Decision ◽  
Scientific Uncertainty ◽  
Implementation Phase ◽  
The United Kingdom ◽  
Policy Decision Making

Contestation over knowledge claims, including their legitimacy as an input to policy decision-making, does not end at the moment of policy creation. Policies continue to be made and unmade during the implementation phase. Drawing from work on knowledge controversies, and building on the concept of post-decisional politics, we investigate the implementation of climate change policy in New Zealand and the United Kingdom. We identify politically salient post-decisional logics of inaction which have been used to justify delaying or diluting climate policy implementation in both countries. In New Zealand, knowledge controversy has had little or no influence over decision-making, with political rationales in the form of the current national economic interest and cost-based logics prevailing. Conversely, arguments emphasising scientific uncertainty have achieved political traction in the United Kingdom, creating a “fog of distrust” instrumental in draining political capital from the active implementation of climate policy. Explanatory factors such as structural economic considerations and different values placed on science as an input to policy-making are discussed, highlighting the importance of being attentive to the fluidity of knowledge controversies as they achieve salience and legitimacy according to the specificities of time and place.

A Comparative Study of the State of Ethics in Youth Work Practice in Jamaica, Australia, New Zealand and the United Kingdom

2019 ◽  
Vol 16 (2) ◽  
Author(s):  
Cleopatra Monique Parkins
Keyword(s):  
United Kingdom ◽  
New Zealand ◽  
Code Of Ethics ◽  
Critical Role ◽  
Work Practice ◽  
Primary Data ◽  
Youth Work ◽  
Youth Workers ◽  
Ethical Practices ◽  
The United Kingdom

Even though youth work has played a critical role in fostering the holistic development of today’s youth, much controversy has surrounded the practice. Nevertheless, youth workers are slowly being accorded professional status, and a code of ethics has been developed in some jurisdictions. Some states are still to adopt this code; consequently the credibility of youth workers and the sector in general sway with the wind. This article presents a comparative analysis of ethical practices of youth work in Jamaica, Australia, New Zealand and the United Kingdom, examining current trends in observing ethics and addressing ethical issues. In the case of Jamaica, the researcher used the non-probability convenience sampling technique and collected primary data from a questionnaire administered to a sample of youth workers. The perspective of the ministerial arm responsible for youth work in Jamaica was also captured through an interview. In the case of Australia, New Zealand and the United Kingdom, the framework of the profession and specifically matters pertaining to ethical practices were examined through the use of secondary data sources, which included reports on youth work practices in the selected countries. A mixed methodology was employed in analysing the data collected. The major findings of this study confirmed that advancing youth work as a profession is dependent on the acceptance and integration of a formal code of ethics, that youth workers must receive training on ethics and that a national youth work policy is important to guide youth work practice. In accordance with the findings, the researcher makes a number of recommendations and highlights notable best practices that may help with the overall professionalisation of the sector.

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