Home > Research > Publications & Outputs > Putting words in their mouths : the alignment o...

Research

Links

Text available via DOI:

View graph of relations

Putting words in their mouths : the alignment of identities with system goals through the use of individual learning plans.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

Putting words in their mouths : the alignment of identities with system goals through the use of individual learning plans. / Hamilton, Mary.
In: British Educational Research Journal, Vol. 35, No. 2, 04.2009, p. 221-242.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Hamilton, M 2009, 'Putting words in their mouths : the alignment of identities with system goals through the use of individual learning plans.', British Educational Research Journal, vol. 35, no. 2, pp. 221-242. https://doi.org/10.1080/01411920802042739

APA

Hamilton, M. (2009). Putting words in their mouths : the alignment of identities with system goals through the use of individual learning plans. British Educational Research Journal, 35(2), 221-242. https://doi.org/10.1080/01411920802042739

Vancouver

Hamilton M. Putting words in their mouths : the alignment of identities with system goals through the use of individual learning plans. British Educational Research Journal. 2009 Apr;35(2):221-242. doi: 10.1080/01411920802042739

Author

Hamilton, Mary. / Putting words in their mouths : the alignment of identities with system goals through the use of individual learning plans. In: British Educational Research Journal. 2009 ; Vol. 35, No. 2. pp. 221-242.

Bibtex

@article{1dbd5359fbcf4a3c86b5ef571cc17177,
title = "Putting words in their mouths : the alignment of identities with system goals through the use of individual learning plans.",
abstract = "This article analyses the role of Individual Learning Plans (ILPs) in teachers' work in the Skills for Life sector. It shows how ILPs, originally a means of formative assessment, have become part of a system of performance indicators and function as a key mediating mechanism between local interactions and system goals. The article draws on theoretical perspectives from the new literacy studies and the sociology of science to reveal the pivotal role of texts in projects of social ordering. The methodology is a version of institutional ethnography, whereby an artefact (the ILP) is tracked as it circulates across the different sites of its production and use. Documentary and interview evidence are used. The article concludes that, in its current form, the ILP shapes teaching and learning relationships and aligns both tutor and student identities. Permissive guidance, combined with a core curriculum, the demands of audit and inspection, positions tutors uncomfortably as active mediators between student experience and the policy discourse.",
author = "Mary Hamilton",
year = "2009",
month = apr,
doi = "10.1080/01411920802042739",
language = "English",
volume = "35",
pages = "221--242",
journal = "British Educational Research Journal",
issn = "0141-1926",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Putting words in their mouths : the alignment of identities with system goals through the use of individual learning plans.

AU - Hamilton, Mary

PY - 2009/4

Y1 - 2009/4

N2 - This article analyses the role of Individual Learning Plans (ILPs) in teachers' work in the Skills for Life sector. It shows how ILPs, originally a means of formative assessment, have become part of a system of performance indicators and function as a key mediating mechanism between local interactions and system goals. The article draws on theoretical perspectives from the new literacy studies and the sociology of science to reveal the pivotal role of texts in projects of social ordering. The methodology is a version of institutional ethnography, whereby an artefact (the ILP) is tracked as it circulates across the different sites of its production and use. Documentary and interview evidence are used. The article concludes that, in its current form, the ILP shapes teaching and learning relationships and aligns both tutor and student identities. Permissive guidance, combined with a core curriculum, the demands of audit and inspection, positions tutors uncomfortably as active mediators between student experience and the policy discourse.

AB - This article analyses the role of Individual Learning Plans (ILPs) in teachers' work in the Skills for Life sector. It shows how ILPs, originally a means of formative assessment, have become part of a system of performance indicators and function as a key mediating mechanism between local interactions and system goals. The article draws on theoretical perspectives from the new literacy studies and the sociology of science to reveal the pivotal role of texts in projects of social ordering. The methodology is a version of institutional ethnography, whereby an artefact (the ILP) is tracked as it circulates across the different sites of its production and use. Documentary and interview evidence are used. The article concludes that, in its current form, the ILP shapes teaching and learning relationships and aligns both tutor and student identities. Permissive guidance, combined with a core curriculum, the demands of audit and inspection, positions tutors uncomfortably as active mediators between student experience and the policy discourse.

U2 - 10.1080/01411920802042739

DO - 10.1080/01411920802042739

M3 - Journal article

VL - 35

SP - 221

EP - 242

JO - British Educational Research Journal

JF - British Educational Research Journal

SN - 0141-1926

IS - 2

ER -