eprintid: 10082971
rev_number: 18
eprint_status: archive
userid: 608
dir: disk0/10/08/29/71
datestamp: 2019-10-15 12:49:39
lastmod: 2021-09-26 22:43:53
status_changed: 2019-10-15 12:49:39
type: article
metadata_visibility: show
creators_name: Roberts-Holmes, G
title: School readiness, governance and early years ability grouping
ispublished: inpress
divisions: UCL
divisions: B16
divisions: B14
divisions: J82
keywords: School readiness, governance, ability grouping
note: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
abstract: Compliance to government-prescribed national ‘school-readiness’ performance measures, particularly in early numeracy and literacy, readies and governs early years children for primary schools’ test-based culture. Performance measures, such as the Early Learning Goals and the Phonics Screening Check, govern and steer early years teachers towards inappropriate ability-grouping practices to obtain required outputs and results. This research draws on the findings of an English nationwide survey of early years and primary Key Stage 1 teachers (n = 1373), four focus groups and four case study schools with 12 in-depth interviews. Early years teachers’ attempts to meet nationally imposed school-readiness performance measures are analysed as Foucauldian governance. Finally, the article examines ability-labelling and ability-grouping impacts on children’s well-being and aspirations.
date: 2019-07-22
date_type: published
official_url: https://doi.org/10.1177/1463949119863128
oa_status: green
full_text_type: other
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1682825
doi: 10.1177/1463949119863128
lyricists_name: Roberts-Holmes, Guy
lyricists_id: GPROB76
actors_name: Roberts-Holmes, Guy
actors_id: GPROB76
actors_role: owner
full_text_status: public
publication: Contemporary Issues in Early Childhood
issn: 1463-9491
citation:        Roberts-Holmes, G;      (2019)    School readiness, governance and early years ability grouping.                   Contemporary Issues in Early Childhood        10.1177/1463949119863128 <https://doi.org/10.1177/1463949119863128>.    (In press).    Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10082971/1/School%20readiness%2C%20governance%20and%20ability%20grouping.pdf