Show simple item record

dc.contributor.authorBaroutsis, Aspa
dc.date.accessioned2018-08-27T04:20:11Z
dc.date.available2018-08-27T04:20:11Z
dc.date.issued2016
dc.identifier.issn1464-5106en_US
dc.identifier.doi10.1080/02680939.2016.1145253en_US
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.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherRoutledgeen_US
dc.relation.ispartofpagefrom567en_US
dc.relation.ispartofpageto582en_US
dc.relation.ispartofissue5en_US
dc.relation.ispartofjournalJournal of Education Policyen_US
dc.relation.ispartofvolume31en_US
dc.subject.fieldofresearchEducation Systems not elsewhere classifieden_US
dc.subject.fieldofresearchcode130199en_US
dc.titleMedia accounts of school performance: reinforcing dominant practices of accountabilityen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
dc.description.versionPost-printen_US
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/10.1080/02680939.2016.1145253en_US
gro.hasfulltextFull Text


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record