Overview

Schools are a prominent part of contemporary society's formal organisation of education. The overriding expectation on education is to provide the young person with the tools to be successful in a dynamically ever changing world. As society changes so, too, does society's expectations of schools. State-maintained institutions, dependent on the state for their survival, are subject to the prevailing beliefs and values that drive the economic, political and educational systems through which society is organised. This interpretive study investigates the process of implementation of externally imposed educational change. It's central core is a finely detailed empirical case study that offers insights into the meaning of educational change by coming to an understanding of the ideologies, values and attitudes of key participants - a group of teachers who reveal why they act the way they do when faced with management directives to make changes to their professional working practices. The theme of the book is articulated by the question that weaves through the study: how do individuals manage to retain a sense of freedom with constraints imposed on them? The approach adopted shares the perspective known as policy ethnography which stresses the problematic nature of implementation, viewing it as an active process whereby individuals engaged in the act of implementation interpret, reinterpret, reform and reconstruct the policy ideas when actively putting them into practice or into use.

Full Product Details

Author:   Hilary A. Radnor
Publisher:   Hampton Press
Imprint:   Hampton Press
Weight:   0.356kg
ISBN:  

9781572730342

ISBN 10:   157273034
Pages:   144
Publication Date:   31 December 1995
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Temporarily unavailable  
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Table of Contents

Part 1 From Patronage to Competition: Introduction; Examinations and Their Influential Place in Controlling the Education of Children in England/Wales; Examinations and the Lower Classes; 20th Century Examinations - the Rise of Teacher Control; The Rise of One Examination for All - the Fall of Teacher Control; Concluding Comment. Part 2 National Change: From Partnership to Subservience; Central Imposition - Local Conditions; The Teacher's Pay and Conditions Act 1987; The New Teacher In-Service Arrangements; Comments on the National Strategy for Managing Change. Part 3 From the Macro to the Micro: The School Context; Researching in the Context; Control; Goal Diversity; Ideology; Conflict; Case Study Research Methods - Doing Research; The Structure of the Case Study. Part 4 Being a CTL at Parkview School: The Little Museum; Sunshine Management; The Organ Grinder's Monkey; Theme 1 - Imposed Curricula; Theme 2 - Legislation; Theme 3 - Organisational Demands; Conclusion. Part 5 CTL Perspective on Implementing the GCSE: On Teaching the GCSE; CDT - Mr Wood; English - Mrs Hardy; Humanities - Mr Bond; Maths - Mr Pye; Science - Mr Joule; Commentary; Innovation - But Change??. Part 6 On Managing Curriculum and Assessment Change: On Managing the Curriculum Area; Power? What power?; Commentary; Concluding Comment. Part 7 Assessment and Teacher Professionalism: National Assessment - the Tightening of Control of Teacher's Work; So What Happened to TGAT?; High Stakes Testing and Teachers Fighting Back; Teacher Professionalism in an Era of Accountability.

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