Switch to: References

Add citations

You must login to add citations.
  1. Critical Social Research and Education Policy.Barry Troyna - 1994 - British Journal of Educational Studies 42 (1):70-84.
    This paper argues that education policy sociology, as presently constituted, is limited in its theoretical, disciplinary and strategic concerns. Specifically, it urges those working in the field to establish a more critical social scientific approach to their work through increased engagement with feminist and antiracist literature.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Post Mortem or Post Modern? Some Reflections on British Sociology of Education.Martyn Hammersley - 1996 - British Journal of Educational Studies 44 (4):395-408.
    The current state of British sociology of education is reviewed; noting its decline, but suggesting that its influence has been dispersed throughout educational research in Britain. It is argued that its fate is not simply a product of external attack but also derives from internal problems. Against this background, it is suggested that postmodernism can be treated as a stimulus for a fundamental reconsideration of the proper nature and role of academic research on education.
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  • Free Marketeers or Good Citizens? Educational Policy and Lay Participation in the Administration of Schools.Rosemary Deem - 1994 - British Journal of Educational Studies 42 (1):23-37.
    This paper examines what can be learnt from analysing attempts to give lay people more involvement in the administration of state schools. Although devolving more responsibility to schools and lay governors has been an important feature of school reform in several countries, it is not immediately apparent if this shift is the product of globally similar social and political forces or nationally specific cultural, ideological and economic factors. In considering this issue, the paper describes recent changes in school governance in (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Teachers and Education Policy: Roles and Models.Paul Croll, Dorothy Abbott, Patricia Broadfoot, Marilyn Osborn & Andrew Pollard - 1994 - British Journal of Educational Studies 42 (4):333-347.
    Four models are outlined for describing and analysing the role of teachers in the formulation of educational policy and the resulting processes of change. The model of teachers as partners in education policy making draws on a pluralist view of political processes and an assumption of a degree of autonomy for teachers and schools. A model of teachers as implementers of change draws a sharp distinction between the processes of policy making and policy execution and excludes teachers from an involvement (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Neo‐Liberal Education Policy and the Ideology of Choice.John A. Codd - 1993 - Educational Philosophy and Theory 25 (2):31-48.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Critical Social Research and Education Policy.Barry Troyna - 1994 - British Journal of Educational Studies 42 (1):70-84.
    This paper argues that education policy sociology, as presently constituted, is limited in its theoretical, disciplinary and strategic concerns. Specifically, it urges those working in the field to establish a more critical social scientific approach to their work through increased engagement with feminist and antiracist literature.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • A Policy Adventure: Sponsored Grant-Maintained Schools.Geoffrey Walford - 2000 - Educational Studies 26 (2):247-262.
    This paper examines the implementation of that part of the 1993 Education Act for England and Wales that concerned sponsored grant-maintained schools. The 1993 Education Act for England and Wales introduced changes that allowed the expansion of the supply side of the quasi-market of schools. As a result of that Act, since April 1994, it has been possible for groups of parents or independent sponsors to apply to the Secretary of State for Education and Employment in England or the Secretary (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Part of the Conversation: Lost Opportunities in the Reformation of Educational Administration?Stephen Crump - 1993 - Educational Philosophy and Theory 25 (2):65–78.
    Download  
     
    Export citation  
     
    Bookmark  
  • Shaping Literacy in the Secondary School: Policy, Practice and Agency in the Age of the National Literacy Strategy.Andy Goodwyn & Kate Findlay - 2003 - British Journal of Educational Studies 51 (1):20 - 35.
    This article examines the definitions of literacy in operation in secondary schools, and the relationship between official literacy policy and the practices of the agents responsible for implementing this policy. We trace the history of national 'policy' back to the Language Across the Curriculum movement of the 1970s as it provides an illustrative point of comparison with the first five years of the National Literacy Strategy. Drawing on empirical data which illuminate the views, perceptions and practices of key agents on (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Constructing Bullying in Ontario, Canada: A Critical Policy Analysis.Sue Winton & Stephanie Tuters - 2015 - Educational Studies 41 (1-2):122-142.
    Download  
     
    Export citation  
     
    Bookmark  
  • Does the Rhetoric Work? Parental Responses to New Right Policy Assumptions.Pam Boulton & John Coldron - 1996 - British Journal of Educational Studies 44 (3):296 - 306.
    This paper examines the extent to which parents have absorbed New Right ideas about education and acted accordingly. What emerges is that their commitment to the rhetoric of school choice is strong. However, concepts such as the market and competition are viewed less favourably. An important theme here is the avoidance by parents of any collective agenda in discussing education policy, a factor that may thwart those who attempt to predict their responses to government policy for schools.
    Download  
     
    Export citation  
     
    Bookmark  
  • Free Marketeers or Good Citizens? Educational Policy and Lay Participation in the Administration of Schools.Rosemary Deem - 1994 - British Journal of Educational Studies 42 (1):23-37.
    This paper examines what can be learnt from analysing attempts to give lay people more involvement in the administration of state schools. Although devolving more responsibility to schools and lay governors has been an important feature of school reform in several countries, it is not immediately apparent if this shift is the product of globally similar social and political forces or nationally specific cultural, ideological and economic factors. In considering this issue, the paper describes recent changes in school governance in (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • A National Curriculum for Wales: A Case Study of Education Policy-Making in the Era of Administrative Devolution.Richard Daugherty & Prydwen Elfed-Owens - 2003 - British Journal of Educational Studies 51 (3):233 - 253.
    The 1988 Education Reform Act legislated for a statutory curriculum in state-funded schools in England and Wales. This study explores how, out of a common curriculum framework for both countries, there emerged a school curriculum that was adapted to the distinctiveness of the linguistic and cultural context in Wales. The roles of those most closely involved in policy development in Wales are examined as is the relationship between the 'national' and 'territorial' arenas of policy-making in the months leading up to (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Education Policy, Power Relations and Teachers’ Work.Stephen J. Ball - 1993 - British Journal of Educational Studies 41 (2):106-121.
    Download  
     
    Export citation  
     
    Bookmark   6 citations  
  • Markets or Democracy for Education1.Stewart Ranson - 1993 - British Journal of Educational Studies 41 (4):333-352.
    This paper critically evaluates the effect of introducing markets into the institutional system of education and promotes the claim of a learning democracy to underpin a richer conception for developing the powers and capacities of all citizens.
    Download  
     
    Export citation  
     
    Bookmark   9 citations  
  • The State, Teachers and Citizenship Education in Singapore Schools.Jasmine B.-Y. Sim & Murray Print - 2009 - British Journal of Educational Studies 57 (4):380-399.
    States commonly employ education policy to build a strong sense of citizenship within young people and to create types of citizens appropriate to the country. In Singapore the government created a policy to build citizenship through both policy statements and social studies in the school curriculum. In the context of a tightly controlled state regulating schooling through a highly controlled educational system, the government expected teachers to obey these policy documents, political statements and the prescribed curriculum. What do teachers understand (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Teachers as Mediators Between Educational Policy and Practice.Kevin Brain, Ivan Reid & Louise Comerford Boyes - 2006 - Educational Studies 32 (4):411-423.
    Teachers obviously serve as the medium for causing the result of policy as they carry it into schools and classrooms and deliver it to pupils. They mediate between education policy and practice. Knowledge of the exact nature and effects of this vital role is limited. Drawing on a range of research and evaluation of both national and local policy in practice, carried out by the authors in England, this paper illustrates how teachers mediate policy and the resulting outcomes. Further, it (...)
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  • Education Policy, Power Relations and Teachers' Work.Stephen J. Ball - 1993 - British Journal of Educational Studies 41 (2):106 - 121.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Part of the Conversation: Lost Opportunities in the Reformation of Educational Administration?Stephen Crump - 1993 - Educational Philosophy and Theory 25 (2):65-78.
    Download  
     
    Export citation  
     
    Bookmark  
  • Teachers and Education Policy: Roles and Models.Paul Croll, Dorothy Abbott, Patricia Broadfoot, Marilyn Osborn & Andrew Pollard - 1994 - British Journal of Educational Studies 42 (4):333-347.
    Four models are outlined for describing and analysing the role of teachers in the formulation of educational policy and the resulting processes of change. The model of teachers as partners in education policy making draws on a pluralist view of political processes and an assumption of a degree of autonomy for teachers and schools. A model of teachers as implementers of change draws a sharp distinction between the processes of policy making and policy execution and excludes teachers from an involvement (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  • Post Mortem or Post Modern? Some Reflections on British Sociology of Education.Martyn Hammersley - 1996 - British Journal of Educational Studies 44 (4):395-408.
    The current state of British sociology of education is reviewed; noting its decline, but suggesting that its influence has been dispersed throughout educational research in Britain. It is argued that its fate is not simply a product of external attack but also derives from internal problems. Against this background, it is suggested that postmodernism can be treated as a stimulus for a fundamental reconsideration of the proper nature and role of academic research on education.
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  • Theorising the Governance of Education.Charles D. Raab - 1994 - British Journal of Educational Studies 42 (1):6-22.
    The aim of this article is to move towards the comprehension of education policy processes and change in terms of an expanded sociology of education policy that studies policy networks and employs new perspectives on governance. It comments upon a perceptible conceptual convergence between education policy research and more general policy studies.
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  • Does the Rhetoric Work? Parental Responses to New Right Policy Assumptions.Pam Boulton & John Coldron - 1996 - British Journal of Educational Studies 44 (3):296-306.
    This paper examines the extent to which parents have absorbed New Right ideas about education and acted accordingly. What emerges is that their commitment to the rhetoric of school choice is strong. However, concepts such as the market and competition are viewed less favourably. An important theme here is the avoidance by parents of any collective agenda in discussing education policy, a factor that may thwart those who attempt to predict their responses to government policy for schools.
    Download  
     
    Export citation  
     
    Bookmark  
  • Theorising the Governance of Education.Charles D. Raab - 1994 - British Journal of Educational Studies 42 (1):6 - 22.
    The aim of this article is to move towards the comprehension of education policy processes and change in terms of an expanded sociology of education policy that studies policy networks and employs new perspectives on governance. It comments upon a perceptible conceptual convergence between education policy research and more general policy studies.
    Download  
     
    Export citation  
     
    Bookmark  
  • Hide And Seek: Values In Early Childhood Education And Care.Sacha Powell - 2010 - British Journal of Educational Studies 58 (2):213-229.
    Early childhood education and care settings in England and the people who work in them constitute an important sphere of influence, shaping young children's characters and values. But the values and dispositions expected of the early years workforce are missing from statutory policy documentation despite its clear requirement that practitioners will espouse and promote particular 'universal' values in their work. The expectations for young children's achievement by the age of five also reveal a complex approach combining a structuralist and postmodern (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Guest Editorial: At the Cross‐Roads: Education Policy Studies.Stephen J. Ball & Chris Shilling - 1994 - British Journal of Educational Studies 42 (1):1-5.
    Download  
     
    Export citation  
     
    Bookmark   5 citations