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Record Nr. |
UNINA9910823948903321 |
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Autore |
Maguire Meg <1949-, > |
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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 |
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Pubbl/distr/stampa |
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London ; ; New York : , : Routledge, , 2012 |
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ISBN |
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1-136-52094-5 |
0-429-22880-5 |
1-283-52101-6 |
9786613833464 |
0-203-15318-9 |
1-136-52095-3 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (181 p.) |
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Altri autori (Persone) |
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BallStephen J |
BraunAnnette <1973-> |
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Disciplina |
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Soggetti |
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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 |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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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'; |
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Appendix: Case study schools and interviewees |
NotesReferences; Index |
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Sommario/riassunto |
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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 |
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