Pick "n" Mix, Select and Project; Policy Borrowing and the Quest for "World Class" Schooling: An Analysis of the 2010 Schools White Paper

Autor/in	Morris, Paul
Titel	Pick "n" Mix, Select and Project; Policy Borrowing and the Quest for "World Class" Schooling: An Analysis of the 2010 Schools White Paper
Quelle	In: Journal of Education Policy, 27 (2012) 1, S.89-107 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2011.596226
Schlagwörter	Foreign Countries; Educational Policy; Evidence; Educational Change; Change Strategies; Reports; Research Problems; Government Publications; Policy Analysis; Policy Formation; Educational Principles; Educational Philosophy; Role of Education; Educational Environment; Politics of Education; Discourse Analysis; Comparative Analysis; Comparative Education; International Education; United Kingdom (England); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Evidenz; Bildungsreform; Lösungsstrategie; Abschlussbericht; Berichten; Forschungskritik; Politikfeldanalyse; Politische Betätigung; Bildungsprinzip; Bildungsphilosophie; Erziehungsphilosophie; Bildungsauftrag; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational policy; Diskursanalyse; Vergleichende Erziehungswissenschaft; Internationale Erziehung
Abstract	Education reform is increasingly portrayed as a quest to achieve a "world class" education system through a process of identifying and adopting the practices of those systems whose pupils perform best in league tables of achievement. This is the rationale for the range of new policies proposed by the coalition government in the schools White Paper published in November 2010, which promotes whole-system reform in England. This article examines the White Paper and analyses the sources and nature of the evidence for reform and the congruence between the policy intentions and their associated policy actions. The analysis suggests that the evidence for the proposed reforms and policy actions is at best tenuous. Both the White Paper and its key sources of evidence are characterised by: a selective use of data: a propensity to mix and match the sources of comparison; and an overall tendency to employ comparisons with high-performing systems elsewhere as a facade to legitimate preferred policy options. (Contains 1 table and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10