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ERIC Number: EJ821923
Record Type: Journal
Publication Date: 2004-Jul
Pages: 20
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-1476-7724
Building Dams in Jordan, Assessing Teachers in England: A Case Study in Edu-Business
Mahony, Pat; Hextall, Ian; Menter, Ian
Globalisation, Societies and Education, v2 n2 p277-296 Jul 2004
This paper describes, in the context of one highly circumscribed element of English educational policy, namely, "Threshold assessment," the ways in which the boundaries between the public and the private have become increasingly porous and blurred. In this context, some consequences and implications of private sector involvement in public education are explored. Points of articulation between the specific issues we have encountered in our recent research project "The impact of performance threshold assessment on teachers' work" (ESRC R000239286), and more general debates about public/private policy relationships, are discussed. The paper concludes with some general observations about the nature of those debates and the issues we have encountered. (Contains 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)