Calibrating fundamental British values: how head teachers are approaching appraisal in the light of the Teachers’ Standards 2012, Prevent and the Counter-Terrorism and Security Act, 2015

References

• Alexander, R. 2010. “Still No Pedagogy? Principle, Pragmatism and Compliance in Primary Education.” Cambridge Journal of Education. 34 (1): 7–33.
   Google Scholar
• Ball, S. 2006. “Good School/Bad School: Paradox and Fabrication.” The British Journal of Sociology of Education. 18 (3): 317–336.
   Web of Science ®Google Scholar
• Bartlett, S. 2000. “The Development of Teacher Appraisal: A Recent History.” British Journal of Educational Studies. 48 (1): 24–37.10.1111/1467-8527.00131
   Web of Science ®Google Scholar
• Bauman, Z. 2000. Liquid Modernity. London: Polity Press.
   Google Scholar
• Bauman, Z. 2005. “Education in Liquid Modernity.” Review of Education, Pedagogy, and Cultural Studies 27 (4): 303–317.10.1080/10714410500338873
   Google Scholar
• Bauman, Z. 2006a. Liquid Fear. London: Polity.
   Google Scholar
• Bauman, Z. 2006b. “Seeking Shelter in Pandora’s Box.” City: Analysis of Urban Trends, Culture, Theory, Policy, Action. 9 (2): 161–168.
   Google Scholar
• Bauman, Z. 2009. “Education in the Liquid-modern Setting.” Power and Education. 1 (2): 157–166.10.2304/power
   Google Scholar
• Bell, L. 1988. Appraising Teachers in Schools. London: Routledge.10.4324/9780203330180
   Google Scholar
• Clift, P. 1982. “LEA Schemes for School Self-evaluation.” Educational Research 24 (4): 26–35.
   Google Scholar
• Day, C. 1989. Issues in the Management of Appraisal for Professional Development. Westminster Studies in Education. 12 (1): 3–15.
   Google Scholar
• DfE (Department for Education) 2012a. Education (School Teachers’ Appraisal) (England) Regulations. London: DfE.
   Google Scholar
• DfE (Department for Education) 2012b. The New Teachers’ Standards. London: DfE.
   Google Scholar
• DfE (Department for Education) 2014. Promoting Fundamental British Values as Part of SMSC in Schools. London: Crown Copyright.
   Google Scholar
• DfE (Department for Education) 2015. The Common Inspection Framework: Education, Skills and Early Years, Published August 2015. London: Crown Copyright.
   Google Scholar
• DES (Department for Education and Science) 1983. Teaching Quality. London: HMSO.
   Google Scholar
• DES (Department for Education and Science) 1985a. Better Schools. London: HMSO.
   Google Scholar
• DES (Department for Education and Science) 1985b. Quality in Schools: Evaluation and Appraisal. London: HMSO.
   Google Scholar
• DES (Department for Education and Science) 1987. Education (School Teachers’ Pay and Conditions of Employment) Order. London: HMSO.
   Google Scholar
• DES (Department for Education and Skills) 2002. The Education Act. London: HMSO.
   Google Scholar
• Department for Education. 2013. School Teachers' Pay and Conditions Document 2013 and Guidance on School Teachers' Pay and Conditions. London: HMSO.
   Google Scholar
• Dimmock, C., and A. Walker. 2005. Educational Leadership: Culture and Diversity. London: Sage.
   Google Scholar
• Elliott, G. 1981. Self-evaluation and the Teacher. London: Schools Council (mimeo).
   Google Scholar
• GEO (Government Equalities Office) 2010. The Equality Act. London: HMSO.
   Google Scholar
• Groundwater-Smith, S., and N. Mockler. 2007. Teacher Professional Learning in an Age of Compliance. London: Springer.
   Google Scholar
• James, C., and J. Newman. 1985. Staff Appraisal: Current Practice in Schools’ in Contributions, Number 8. Centre for the Study of Comprehensive Schools, University of York, York.
   Google Scholar
• Joseph, K. 1984. The Times Educational Supplement, 13.01.1984, p. 5.
   Google Scholar
• Knight, P., and M. Saunders. 1999. Understanding Teachers Professional Cultures’ in Evaluation and Research in Education. 13 (3): 144–156.
   Google Scholar
• Lam, C. 2007. “The Compliance Tradition and Teachers’ Instructional Decision Making in a Centralized Education System: A Case Study of Junior Secondary Teaching in Changchun, China.” International Research in Geographical and Environmental Education. 16 (3): 223–249.
   Google Scholar
• Lamont, E., and Pyle, K. 2013. (DFE) NFER Teacher Voice Omnibus November 2012 Survey: New Teachers’ Standards and Appraisal Regulations. London: The Stationery Office.
   Google Scholar
• Lee, R. 2006. “Reinventing Modernity.” European Journal of Social Theory. 9 (3): 355–368.10.1177/1368431006065717
   Google Scholar
• Miller, J. 2010. “The Contribution of Local Authorities and their Sacres to Promoting Community Cohesion through Religious Education.” In Religious Education and Social and Community Cohesion: An Exploration of Challenges and Opportunities, edited by M. Grimmett, 232–245. Essex: McCrimmons.
   Google Scholar
• NFER. 2014. “NFER Teacher Voice Omnibus Survey.” March 2014. suttontrust.com.
   Google Scholar
• NUT. 2014. Performance Related Pay: The Wrong Way Forward for Teachers, Students and Schools. prp-the-wrong-way-forward-nut-september 2014.doc.
   Google Scholar
• Nuttal, D. 1986. “What Can We Learn from Research on Appraisals?” In Dockrell, B. et al. Appraising Appraisal, 20–28. Kendal: British Educational Research Association Publication.
   Google Scholar
• Home Office. 2011. Counter – Terrorism and Security Act 2015. London: The Stationery Office (TSO).
   Google Scholar
• Sidewell, D. M. 1987. “Staff Appraisal in Education: An Analysis of Practices and Principles in UK, France, the Federal Republic of Germany and the USA.” Unpublished MA thesis, University of Warwick.
   Google Scholar
• TDA (Training and Development Agency for Schools) 2007. The Framework of Professional Standards for Teachers. London: DCSF/TDA.
   Google Scholar
• Way, A., Kanak Zwier, R., and Tracy, S. 2015. Dialogic Interviewing and Flickers of Transformation. Qualitative Inquiry 21: 1–12.
   Web of Science ®Google Scholar