How schools do policy. Policy enactments in secondary schools. 1. publ.

Autor/inn/en	Ball, Stephen J.; Maguire, Meg; Braun, Annette
Sonst. Personen	Hoskins, Kate (Mitarb.); Perryman, Jane (Mitarb.)
Titel	How schools do policy. Policy enactments in secondary schools. 1. publ.
Quelle	London u.a.: Routledge (2012), VII, 173 S.Verfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. [158]-167
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-415-67627-4; 978-0-415-67627-4
Schlagwörter	Empirische Untersuchung; Fallstudie; Interview; Qualitative Forschung; Schulpolitik; Schule; Sekundarbereich; Lehrer; Datenanalyse; Dokument; Implementierung; Umsetzung; Personal; Großbritannien
Abstract	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 to interpret policy texts and translate these into practices, in real material conditions and varying resources - how they are enacted! Based on a long-term qualitative study of four "ordinary" secondary schools, and working on the interface of theory with data, this book explores how schools enact, rather than implement, policy. It focuses on: [1] contexts of "policy work" in schools; [2] teachers as policy subjects; [3] teachers as policy actors; [4] policy texts, artefacts and events; [5] standards, behaviour and learning policies. (DIPF/Verlag).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/3