Index

Citation

Woodhouse, J. (2023), "Index", Teaching in England Post-1988: Reflections and Career Histories, Emerald Publishing Limited, Leeds, pp. 97-99. https://doi.org/10.1108/978-1-80382-509-020231010

Publisher

:

Emerald Publishing Limited

Copyright © 2023 Joan Woodhouse

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INDEX

Academies

, 9, 13, 51

Academies Act (2010)

, 12–13

Academisation

, 12

Academy chains

, 13

Accountability

, 15–17

Age-related tests

, 8

Agency

, 85

Anxiety

, 24

Assessment

, 7, 54–56, 58, 65

Callaghan, James

, 6–7, 16

Career history

, 39

Anna

, 39–40

Barbara

, 40–42

Cathy

, 42–43

Dan

, 43–45

data analysis strategy

, 33–35

Edna

, 45–46

ethical considerations

, 37–38

Freda

, 46–47

Gail

, 47–49

Henry

, 49–50

Irene

, 50–51

limitations of study

, 37

narratives

, 27

positionality

, 35–37

research approach and interview strategy

, 31–33

research design

, 28–29

research questions

, 28

sample population

, 29–31

Career-long teachers

, 1, 3, 17, 27, 81

affordances of research design

, 81–82

longevity of

, 82–86

Certificate of Education

, 39

Certificate of Secondary Education (CSE)

, 8

Charitable trusts

, 13

City Technology Colleges (CTCs)

, 9

Classroom teaching

, 74

Collaboration

, 72

Collaborative work

, 73

Collective worship

, 8

Collegiality

, 22, 73, 83

Competition

, 3, 11, 15–17

Compliance

, 17, 24, 70

Conservative government

, 11

Conservative Party manifesto of 1987 (Thatcher)

, 7

Control

, 85

Culture

, 19

Cultures of collaboration

, 22

Data

, 1, 19, 33

Data analysis strategy

, 33

super-ordinate themes

, 34–35

Education Act of 1944

, 6

Education Reform Act (ERA) 1988

, 1, 6–13, 39

attrition rate after number of years of service

, 2

brief timeline of key policy shifts in English education

, 4–5

Educational provision

, 12

English education

, 3

brief timeline of key policy shifts in

, 4–5

culture and policy landscape of

, 13

English state schooling

, 3

Ethic of care

, 17–18, 79, 82–83

Expertise

, 85

Extensification

, 18–19

Free schools

, 52, n9

Funding

, 12–13

General Certificate of Secondary Education (GCSE)

, 8

Global education

, 15

Global Education Reform Movement (GERM)

, 15–16

Her Majesty’s Inspectorate (HMI)

, 6, 10, 12

High stakes accountability

, 22

High stakes testing

, 16

Initial Teacher Training (ITT)

, 44

Institutional culture

, 22

Institutional factors

, 22–23

Intensification

, 18–19

Interpretative community

, 11

Interpretative Phenomenological Analysis (IPA)

, 28–29

principles of

, 82

studies

, 30

Interview strategy

, 31–33

Intrinsic motivation

, 22

Job satisfaction

, 21–22

Key stages

, 7–8, 39

Laissez-faire culture

, 61, 65

Leadership

, 22

Levels of attainment

, 7–8

Local Education Authority (LEA)

, 6

Local Management of Schools (LMS)

, 8

Making a difference

, 22, 24, 35, 43–45, 67, 73, 75–76, 83

Marketisation

, 3

Monitoring

, 7, 47, 56, 58

Motivation

, 62, 70

Multi Academy Trusts (MATs)

, 13

National Curriculum

, 7, 54, 57, 78

appreciation of need

, 65

benefits of

, 58

levels of attainment

, 50

National Strategies

, 9–10, 51, n2

Newly Qualified Teachers (NQTs)

, 46

‘O’ levels

, 8, 52

Office for Standards in Education, Children’s Services and Skills (Ofsted)

, 6, 10–13, 59

Ownership

, 8, 18, 25, 70, 78, 82

Pace of change

, 48–49, 57, 59, 68, 85

Pastoral care

, 43, 62

Performativity

, 3

PGCE

, 43, 52n3

Phenomenology

, 28

Policy enactment

, 17

Policy shift

, 53

changes in culture of schooling and nature of teachers’ work

, 60–63

increased challenges resulting from changes

, 63–66

increased prescription, accountability and erosion of teachers’ freedom

, 54–56

longer working hours, increased workload and pressure on teachers

, 56–60

Policy-led accountability

, 16

Positionality

, 35–37

Post-1988 era in England

, 27

Post-1988 world of education

, 19

Professional knowledge

, 36

Professional spaces

, 79

Professionalism

, 16–17, 55

Programme for International Student Assessment (PISA)

, 10

Psychological contract

, 23, 73

Pupil behaviour

, 22

RE

, 8

Recruitment

, 1, 21, 57, 60

Registered Inspectors (RIs)

, 11

Relational contract

, 23

Research approach

, 31–33

Research design

, 28–29

Research questions

, 28

Resilience

, 6, 22–23, 70, 77–78

Resistance

, 24

Retention

, 1, 19, 21–22, 25, 57, 60, 70

Safeguarding

, 60

Sample population

, 29–31

Schools

, 12–13

culture

, 22

Self-belief

, 55

Self-perceptions of teachers

, 70

Senior leadership team (SLT)

, 49

Sense of entitlement

, 60

Sense of self-efficacy

, 22

Social justice

, 76

Socialising children

, 60

Special Educational Needs and Disability (SEND)

, 9

Special Educational Needs Co-ordinator (SENCo)

, 48, 52n, 7

Standard Attainment Tests (SATs)

, 16

Standardised tests

, 60

State education

, 3

State schools

, 6

Super-ordinate themes

, 34–35

Teacher compliance

, 23–25

Teacher motivation

, 21–22, 73

Teacher professionalism

, 15–17

Teacher retention

, 21

institutional factors

, 22–23

teacher compliance

, 23–25

teacher motivation and job satisfaction

, 21–22

Teachers’ ability to take control of change

, 68–71

Teachers’ appreciation of positive relationships in school

, 71–73

Teachers’ engagement with reform

, 18

Teachers’ sustained commitment to student success and making a difference

, 73–76

Teachers’ work

, 15, 56

changes and conflicts for teachers

, 17–18

competition, accountability and teacher professionalism

, 15–17

workload and pressure on teachers

, 18–19

Teamwork

, 83

Technology

, 61

Testing

, 54–56

Themes

, 34, 37, 60

Transactional contract

, 23

Trust

, 22

United Kingdom (UK)

, 3

United States of America (USA)

, 3

Charter Schools system

, 12

Values schizophrenia

, 17

Vocation

, 83

Wisdom

, 83

Work–life balance

, 77–79

Workload

, 22, 77–78

and pressure on teachers

, 18–19