School inspection in Canterbury and East Kent 1850-1870 and 1992-2000 : a comparative study

The aim of this study is to compare critically the development, operation and impact of school inspection in two historical periods. The first period 1850 to 1870, following the introduction of formal state inspection of schools is contrasted with the introduction and operation of the Office for Sta...

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Main Author: Finucane, Patrick Michael
Published: University College London (University of London) 2000
Subjects:
Online Access:http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536182
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spelling ndltd-bl.uk-oai-ethos.bl.uk-5361822018-07-24T03:11:36ZSchool inspection in Canterbury and East Kent 1850-1870 and 1992-2000 : a comparative studyFinucane, Patrick Michael2000The aim of this study is to compare critically the development, operation and impact of school inspection in two historical periods. The first period 1850 to 1870, following the introduction of formal state inspection of schools is contrasted with the introduction and operation of the Office for Standards in education (Ofsted) in the years 1992 to 2000. The study examines the introduction, processes and effects of inspection in a group of Church of England infant and primary schools in Canterbury and east Kent. Its wider context is the development and implementation of school inspection policy in two eras, separated by over 150 years, and its effects on teacher professionalism. Although a gulf of time stands between the two periods, it is believed that such a comparative perspective is both valid and meaningful for a number of reasons. Inspection is a dimension of effective government and public accountability. In both eras the involvement ofthe state and its role in securing improvements in the provision of publicly funded education has been linked to the national, economic and social well being of the state. The study has involved extensive archival and empirical research, including interviews with headteachers in east Kent to learn from their experience ofthe inspection process both before and after the introduction of Ofsted. Finally, the study has set out to show that the past is clearly relevant to today. It raises the question of whether educational change is cyclical, and not a process of permanent progress. Just as the Revised Code, introduced in 1862 was to last until 1895, and then in hindsight be widely regarded as 'unenlightened', is it today possible to predict a cyclical term for the reforms of the 1980s and 1990s? Will they too have a finite span?371.2University College London (University of London)http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536182http://discovery.ucl.ac.uk/10020358/Electronic Thesis or Dissertation
collection NDLTD
sources NDLTD
topic 371.2
spellingShingle 371.2
Finucane, Patrick Michael
School inspection in Canterbury and East Kent 1850-1870 and 1992-2000 : a comparative study
description The aim of this study is to compare critically the development, operation and impact of school inspection in two historical periods. The first period 1850 to 1870, following the introduction of formal state inspection of schools is contrasted with the introduction and operation of the Office for Standards in education (Ofsted) in the years 1992 to 2000. The study examines the introduction, processes and effects of inspection in a group of Church of England infant and primary schools in Canterbury and east Kent. Its wider context is the development and implementation of school inspection policy in two eras, separated by over 150 years, and its effects on teacher professionalism. Although a gulf of time stands between the two periods, it is believed that such a comparative perspective is both valid and meaningful for a number of reasons. Inspection is a dimension of effective government and public accountability. In both eras the involvement ofthe state and its role in securing improvements in the provision of publicly funded education has been linked to the national, economic and social well being of the state. The study has involved extensive archival and empirical research, including interviews with headteachers in east Kent to learn from their experience ofthe inspection process both before and after the introduction of Ofsted. Finally, the study has set out to show that the past is clearly relevant to today. It raises the question of whether educational change is cyclical, and not a process of permanent progress. Just as the Revised Code, introduced in 1862 was to last until 1895, and then in hindsight be widely regarded as 'unenlightened', is it today possible to predict a cyclical term for the reforms of the 1980s and 1990s? Will they too have a finite span?
author Finucane, Patrick Michael
author_facet Finucane, Patrick Michael
author_sort Finucane, Patrick Michael
title School inspection in Canterbury and East Kent 1850-1870 and 1992-2000 : a comparative study
title_short School inspection in Canterbury and East Kent 1850-1870 and 1992-2000 : a comparative study
title_full School inspection in Canterbury and East Kent 1850-1870 and 1992-2000 : a comparative study
title_fullStr School inspection in Canterbury and East Kent 1850-1870 and 1992-2000 : a comparative study
title_full_unstemmed School inspection in Canterbury and East Kent 1850-1870 and 1992-2000 : a comparative study
title_sort school inspection in canterbury and east kent 1850-1870 and 1992-2000 : a comparative study
publisher University College London (University of London)
publishDate 2000
url http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536182
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