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dc.contributor.authorBaroutsis, Aspa
dc.date.accessioned2018-08-27T04:20:11Z
dc.date.available2018-08-27T04:20:11Z
dc.date.issued2016
dc.identifier.issn0268-0939
dc.identifier.doi10.1080/02680939.2016.1145253
dc.identifier.urihttp://hdl.handle.net/10072/380139
dc.description.abstractMedia reportage often act as interpretations of accountability policies thereby making the news media a part of the policy enactment process. Within such a process, their role is that of policy reinforcement rather than policy construction or contestation. This paper draws on the experiences of school leaders in regional Queensland, Australia, and their perceptions of the media frames that are used to report on accountability using school performance. The notion of accountability is theorised in terms of media understandings of ‘holding power to account’, and forms the theoretical framework for this study. The methodological considerations both contextualise aspects of the schools involved in the study, and outline how ‘framing theory’ was used to analyse the data. The paper draws on a number of participant experiences and newspaper accounts of schools to identify the frames that are used by the press when reporting on school performance. Three frames referring to school performance are discussed in this paper: those that rank performance such as league tables; frames that decontextualise performance isolating it from school circumstances and levels of funding; and frames that residualise government schools.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherRoutledge
dc.relation.ispartofpagefrom567
dc.relation.ispartofpageto582
dc.relation.ispartofissue5
dc.relation.ispartofjournalJournal of Education Policy
dc.relation.ispartofvolume31
dc.subject.fieldofresearchEducation Systems not elsewhere classified
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchPolicy and Administration
dc.subject.fieldofresearchcode130199
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1605
dc.titleMedia accounts of school performance: reinforcing dominant practices of accountability
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionPost-print
gro.rights.copyright© 2016 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education Policy on 22 Feb 2016, available online: https://www.tandfonline.com/doi/10.1080/02680939.2016.1145253
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gro.griffith.authorBaroutsis, Aspa


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