Mathematics Education Policy Enactment in England's Further Education Colleges

Autor/inn/en	Dalby, D.; Noyes, A.
Titel	Mathematics Education Policy Enactment in England's Further Education Colleges
Quelle	In: Journal of Vocational Education and Training, 70 (2018) 4, S.564-580 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Noyes, A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2018.1462245
Schlagwörter	Educational Policy; Continuing Education; Vocational Education Teachers; Mathematics Teachers; Foreign Countries; Equal Education; Educational Opportunities; Mathematics Education; Policy Analysis; Peer Relationship; Educational Change; Educational History; Educational Experience; Educational Improvement; Case Studies; Cosmetology; Construction Industry; Public Service; Teacher Attitudes; Course Selection (Students); School Policy; United Kingdom (England) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Weiterbildung; Ausbilder; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Bildungsangebot; Bildungschance; Mathematische Bildung; Politikfeldanalyse; Peer-Beziehungen; Bildungsreform; History of education; Bildungsgeschichte; Bildungserfahrung; Teaching improvement; Unterrichtsentwicklung; Case study; Fallstudie; Case Study; Schminken; Baugewerbe; Public services; Öffentlicher Sozialdienst; Lehrerverhalten; Course selection; Student; Students; Kurswahl; Schulpolitik
Abstract	England's Further Education (FE) sector is in permanent flux with policy interpretations and translations taking place at multiple levels within increasingly large and complex multi-site organisations. Devolved responsibility gives managers considerable influence in policy enactment processes which can lead to within-college tensions between vocational and mathematics teachers. This paper examines two within-college policies affecting students' mathematics learning opportunities: (1) subject choice, and (2) examination entry levels. These policies have produced inequitable opportunities for students on different vocational study programmes. Given the strategic importance of improving mathematics education, this paper explains how multiple actors and structures interact in the enactment of policy in complex FE college settings. Such understandings are needed to inform better policy design and implementation that in turn can improve mathematics education in Further Education colleges in England. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01