Examining 'Global Education Policy': Understanding the Origins, Impact, and International Diffusion of Teach First

审视“全球教育政策”：了解“教学第一”的起源、影响和国际传播

• 批准号: ES/S011854/1
• 负责人: Emilee Rauschenberger
• 金额: $ 12.71万
• 依托单位: Manchester Metropolitan University
• 依托单位国家: 英国
• 项目类别: Fellowship
• 财政年份: 2018
• 资助国家: 英国
• 起止时间: 2018 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FS011854%2F1
• 关键词: Examining; Global; Education; Policy; Understanding

My research focuses on Teach First and bigger questions regarding how programmes and policies in one place travel and appear in other contexts and how those ideas are reinvented in the process. In my PhD, I examined the launch of Teach First and explored how influential individuals outside of government, or policy entrepreneurs, used their social networks to shape and develop policy. Teach First, which was an idea imported from the U.S. and launched by such policy entrepreneurs in 2002, is a prestigious fast-track teacher recruitment and 'leadership development' scheme in the UK. Its aim has been to raise achievement among pupils in under-resourced schools by turning 'top' graduates into effective teachers for two years while developing them into leaders who pursue a variety of careers but stay involved in improving education.My doctoral research explored how policy entrepreneurs lobbied, launched, and implemented their idea for the programme between 2001 and 2003 by interviewing 50 people and collecting data from related documents, media accounts, and websites. Through careful analysis, I combined the different types of data to write the policy 'story' of how and why the programme came about. The story revealed how the original American-based idea for the scheme was significantly changed at three critical points to overcome some people's resistance to the idea and gain the approval of others. The study also uncovered the strategies policy entrepreneurs used to build influential networks to transfer policy.I will move the research forward by sharing it with others through my Fellowship in ways that will make it useful to others and develop my knowledge, skills, and career as an academic researcher. First, I will adapt and publish my doctoral research as a book. This will make it available and interesting to wider audiences. In addition, I will publish three journal articles focusing on valuable insights from my research to inform other researchers in education and policy. In this way, I will share my research with a wide range of audiences and establish a publishing record on which to build my career. The publications will also expand the very limited research on Teach First. To extend my research further and make it meaningful to practitioners, I will explore Teach First's impact in education from the view of those who partner with it - a perspective that has so far been neglected. To do this, I will run five workshops for middle leaders in schools working with Teach First and two roundtables for university-based teacher educators who train Teach First teachers. In these sessions, attendees will share their experiences and views on Teach First in creative ways. To effectively achieve this, I will first take three courses teaching researchers how to design activities that enable people to express and exchange their views in collaborative and creative ways.Through these events, I will collect data to understand the impact of Teach First in schools and teacher education, enabling me to plan for future research projects. Those attending these events - and later, others who read my report on their outcomes - will also benefit by gaining a new understanding of Teach First offered from the perspective of those who are experiencing it.During the Fellowship, I will also build professional networks and share my research by contacting researchers in other countries where a Teach First-inspired programme has been launched. In this way, I will begin develop a research network focused on Teach First-type programmes worldwide and how and why such programmes are rapidly spreading internationally. To share our preliminary research, I will organise a symposium at an international academic conference and arrange to have our work published as a special issue journal.Finally, I will take additional courses to develop my professional knowledge and skills in conducting different types of studies.

我的研究重点是关于在某个地方的程序和政策如何旅行以及在其他情况下出现的第一个和更大的问题，以及在此过程中如何重新发明这些想法。在我的博士学位中，我首先研究了教学的启动，并探讨了政府或政策企业家以外的有影响力的人如何利用其社交网络来塑造和制定政策。 First First是从美国进口的想法，并由该政策企业家于2002年推出，是英国一项享有盛誉的快速训练教师招聘和“领导力发展”计划。它的目的是通过将“顶级”毕业生变成有效的教师两年，同时将他们发展成为从事各种职业的领导者，但继续参与教育的领导者，从而提高了资源不足学校的学生的成就。我的博士研究探索了政策企业家如何在2001年和2003年之间进行了媒体和媒体的群体来进行媒体和媒体的群体，从而如何将其启动，启动，并在2003年之间进行了媒体和媒体的介绍，并将其与媒体进行了媒体和媒体的相关性，并进行了媒体的数据，并汇集了数据，并汇集了媒体和媒体的数据，并将其与媒体进行了汇报。通过仔细的分析，我将不同类型的数据结合在一起，写出有关该程序的方式和原因的政策“故事”。这个故事揭示了该计划的原始想法如何在三个关键点发生了重大改变，以克服某些人对这个想法的抵抗并获得其他人的认可。该研究还揭示了用于建立有影响力的网络来转移政策的策略政策企业家。我将通过我的奖学金与他人共享研究，以使其对他人有用，并发展我的知识，技能和职业学术研究员，以推动研究的前进。首先，我将作为一本书适应并发布我的博士研究。这将使更广泛的观众变得很有趣。此外，我将发表三篇有关研究人员的教育和政策研究人员的宝贵见解的期刊文章。这样，我将与广泛的观众分享我的研究，并建立出版记录，以建立我的职业生涯。这些出版物还将扩大对教学的非常有限的研究。为了进一步扩展我的研究并使从业人员有意义，我将从与之合作的人的视野中探索教学对教育的影响 - 到目前为止，这一观点已经被忽略了。为此，我将为学校的中级领导者举办五个研讨会，并为培训第一任教师的大学教师教育者提供第一和两个圆桌会议。在这些会议中，与会者将以创造性的方式分享他们对教学的经验和观点。为了有效地实现这一目标，我将首先学习三门课程，教研究人员如何设计活动，使人们能够以协作和创造性的方式表达和交流他们的观点。通过这些活动，我将收集数据，以了解教学对学校和教师教育的影响，从而使我能够计划未来的研究项目。那些参加这些活动的人 - 以及后来阅读我有关其结果的其他人的人也将受益，这也将受益，从那些经历过它的人的角度获得对教学的新理解。在奖学金中，我还将建立专业的网络，并通过与其他国家 /地区的研究人员联系，在其他国家 /地区进行教学第一次启动的研究人员。通过这种方式，我将开始开发一个研究网络，该研究网络着重于全球教学一类计划，以及如何以及为何在国际上迅速传播此类计划。为了分享我们的初步研究，我将在国际学术会议上组织一个研讨会，并安排将我们的作品作为特刊杂志出版。在本文中，我将开设其他课程来发展我的专业知识和技能，以进行不同类型的研究。