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Could do better? Media depictions of UK educational assessment results

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Warmington, Paul and Murphy, Roger (2004) Could do better? Media depictions of UK educational assessment results. Journal of Education Policy, 19 (3). pp. 285-299. doi:10.1080/0268093042000207629

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Official URL: http://dx.doi.org/10.1080/0268093042000207629

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Abstract

The publication of A‐level examination results in England, Wales and Northern Ireland has become one of the major diary items in the news media’s calendar. This paper is based, in part, upon the findings of an inter‐disciplinary study funded by the Economic and Social Research Council (ESRC). It explores two key questions about the relationship between the education sector and news media in the UK. Firstly, it asks why educationalists appear to have become pessimistic about the possibilities for raising the quality of media debate about education. Secondly, it takes the example of the annual coverage of A‐level results, in order to discuss why education news coverage tends to adhere to templates that many educationalists criticize as producing ritualistic and polarized coverage. The paper concludes by exploring some suggestions for those who are seeking ways to influence the quality of education news coverage.

Item Type: Journal Article
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LC Special aspects of education
Divisions: Faculty of Social Sciences > Centre for Education Studies (2013- )
Library of Congress Subject Headings (LCSH): A-level examinations--Great Britain, Examinations--Great Britain, Education in mass media , Academic achievement--Testing--Great Britain
Journal or Publication Title: Journal of Education Policy
Publisher: Taylor & Francis Ltd.
ISSN: 0268-0939
Official Date: 2004
Dates:
DateEvent
2004Published
30 January 2004Accepted
Volume: 19
Number: 3
Page Range: pp. 285-299
DOI: 10.1080/0268093042000207629
Status: Peer Reviewed
Publication Status: Published
Access rights to Published version: Restricted or Subscription Access
Funder: Economic and Social Research Council (Great Britain) (ESRC)

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