LEADER 03800oam 2200841I 450 001 9910823948903321 005 20240516212713.0 010 $a1-136-52094-5 010 $a0-429-22880-5 010 $a1-283-52101-6 010 $a9786613833464 010 $a0-203-15318-9 010 $a1-136-52095-3 024 7 $a10.4324/9780203153185 035 $a(CKB)2670000000230911 035 $a(EBL)987948 035 $a(OCoLC)804661399 035 $a(SSID)ssj0000745296 035 $a(PQKBManifestationID)12386482 035 $a(PQKBTitleCode)TC0000745296 035 $a(PQKBWorkID)10852740 035 $a(PQKB)11181321 035 $a(MiAaPQ)EBC987948 035 $a(Au-PeEL)EBL987948 035 $a(CaPaEBR)ebr10589086 035 $a(CaONFJC)MIL383346 035 $a(OCoLC)804038677 035 $a(FINmELB)ELB134863 035 $a(EXLCZ)992670000000230911 100 $a20180706d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHow schools do policy $epolicy enactments in secondary schools /$fby Meg Maguire, Stephen J Ball, and Annette Braun with Kate Hoskins and Jane Perryman 205 $a1st ed. 210 1$aLondon ;$aNew York :$cRoutledge,$d2012. 215 $a1 online resource (181 p.) 300 $aDescription based upon print version of record. 311 $a0-415-67627-4 311 $a0-415-67626-6 320 $aIncludes bibliographical references and index. 327 $aFront 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 327 $aNotesReferences; Index 330 $aOver 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 606 $aEducation and state 606 $aEducation, Secondary 606 $aEducational change 606 $aEducational sociology 606 $aEducation and state$zGreat Britain$vCase studies 606 $aEducation, Secondary$zGreat Britain$vCase studies 606 $aEducational change$zGreat Britain$vCase studies 606 $aEducational sociology$zGreat Britain$vCase studies 615 0$aEducation and state. 615 0$aEducation, Secondary. 615 0$aEducational change. 615 0$aEducational sociology. 615 0$aEducation and state 615 0$aEducation, Secondary 615 0$aEducational change 615 0$aEducational sociology 676 $a379.41 700 $aMaguire$b Meg$f1949-,$0524176 701 $aBall$b Stephen J$0143999 701 $aBraun$b Annette$f1973-$01679008 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK6 912 $a9910823948903321 996 $aHow schools do policy$94046998 997 $aUNINA