|
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910461766103321 |
|
|
Autore |
Maguire Meg <1949-, > |
|
|
Titolo |
How schools do policy : policy enactments in secondary schools / / by Meg Maguire, Stephen J Ball, and Annette Braun with Kate Hoskins and Jane Perryman |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
London ; ; New York : , : Routledge, , 2012 |
|
|
|
|
|
|
|
ISBN |
|
0-429-22880-5 |
1-283-52101-6 |
9786613833464 |
0-203-15318-9 |
1-136-52095-3 |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (181 p.) |
|
|
|
|
|
|
Altri autori (Persone) |
|
BallStephen J |
BraunAnnette <1973-> |
|
|
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Education and state |
Education, Secondary |
Educational change |
Educational sociology |
Education and state - Great Britain |
Education, Secondary - Great Britain |
Educational change - Great Britain |
Educational sociology - Great Britain |
Electronic books. |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
Front Cover; How Schools do Policy; Copyright Page; Contents; List of Illustrations; Acknowledgements; 1. Doing enactments research; 2. Taking context seriously; 3. Doing enactment: People, meanings and policy work; 4. Policy subjects: Constrained creativity and assessment technologies in schools; 5. Policy into practice: Doing behaviour policy in schools; 6. Policy artefacts: Discourses, representations and translations; 7. Towards a theory of enactment: 'The value of hesitation and closer interrogation of utterances of conventional wisdom'; |
|
|
|
|
|
|
|
|
|
|
|
Appendix: Case study schools and interviewees |
NotesReferences; Index |
|
|
|
|
|
|
Sommario/riassunto |
|
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 |
|
|
|
|
|
|
|
| |