Over the last 20 years, international attempts to raise
educational standards and improve opportunities for all children
have accelerated and proliferated. This has generated a state of
constant change and an unrelenting flood of initiatives, changes
and reforms that need to be 'implemented' by schools. In response
to this, a great deal of attention has been given to evaluating
'how well' policies are realised in practice - implemented Less
attention has been paid to understanding how schools actually deal
with these multiple, and sometimes contradictory, policy demands;
creatively working to interpret policy texts and translate these
into practices, in real material conditions and varying resources -
how they are enacted Based on a long-term qualitative study of four
'ordinary' secondary schools, and working on the interface of
theory with data, this book explores how schools enact, rather than
implement, policy. It focuses on:
- contexts of 'policy work' in schools;
- teachers as policy subjects;
- teachers as policy actors;
- policy texts, artefacts and events;
- standards, behaviour and learning policies.
This book offers an original and very grounded analysis of how
schools and teachers do policy. It will be of interest to
undergraduate and postgraduate students of education, education
policy and social policy, as well as school leaders, in the UK and
beyond.
General
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