Data Culture and the Organisation of Teachers’ Work provides an in-depth look at how the political and media scrutiny of teachers, pupils and schools now organises teaching and learning. Spina also examines how educational data is used in schools, and where it fails to take account of the everyday experiences of school leaders, teachers and students.
Drawing on primary research, and discussing practice in relation to the National Assessment Programme: Literacy and Numeracy (NAPLAN), this book discusses the strengths and weaknesses of a data-driven approach, the restrictions this can impose and how to navigate them as a teacher.
Ideal for scholars and postgraduate students of education, this book provides a comprehensive institutional, ethnographic look into the daily lived experiences of teachers, and the effects of standardised testing.
Table of Contents
List of Figures
Chapter 1 Boom! And it’s all about data
Chapter 2 The Datafication of Education
Chapter 3 The Production of Data
Chapter 4 Performance Management of Principals: Data is the Only Game in Town
Chapter 5 Principal Responses: Data Stories, Data Conversations and High Yield Pedagogies
Chapter 6 Teachers’ Work: A Life Revolving Around Data
Chapter 7 Institutional Circuits: Intense and Never-Ending Work
Chapter 8 Implications and Possibilities: Data Cultures and the Organisation of Teachers’ Work
Nerida Spina is a senior lecturer at Queensland University of Technology, Australia.