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Rayner, Stephen M.; Courtney, Steven J.; Gunter, Helen M. – Journal of Education Policy, 2018
The research reported in this article contributes new understandings of systemic change by studying the form of system redesign known in England as "academisation." The data illuminate tensions within the neoliberal policy complex that are surfaced in a single secondary school. Although several studies have described academy conversions…
Descriptors: Foreign Countries, Educational Change, Neoliberalism, Politics of Education
Solomon, Yvette; Lewin, Cathy – Journal of Education Policy, 2016
In this paper, we describe one secondary school's radical attempt to rethink the shape and purpose of education for its pupils, and its subsequent return to more traditional methods in the face of pressures of performativity and accountability. Framing our analysis within activity theory and its emphasis on contradiction as a driver for change, we…
Descriptors: Secondary Schools, Accountability, Performance, Academic Achievement
Clapham, Andrew; Vickers, Rob; Eldridge, Jo – Journal of Education Policy, 2016
Outstanding education is a high-level policy narrative in England rehearsed by school leaders, politicians, policy-makers and inspectors alike. The "legitimacy" of knowledge, performativity and discourse-based analysis are mobilised to examine outstanding. The paper explores how informants in the English state secondary education sector…
Descriptors: Foreign Countries, Discourse Analysis, Secondary Education, Grounded Theory
Braun, Annette – Journal of Education Policy, 2015
A lack of esteem for teachers and the teaching profession is a central tenet underpinning policy reforms put forward by the 2010 UK Government White Paper "The Importance of Teaching". This article argues that the policy problem and solutions presented in the White Paper lack awareness of the historical and social positioning of…
Descriptors: Foreign Countries, Preservice Teachers, Secondary Education, Teaching (Occupation)
Wilkins, Andrew – Journal of Education Policy, 2015
Since the 1980s, state schools in England have been required to ensure transparency and accountability through the use of indicators and templates derived from the private sector and, more recently, globally circulating discourses of "good governance" (an appeal to professional standards, technical expertise, and performance evaluation…
Descriptors: Foreign Countries, Institutional Autonomy, Governance, Accountability
Roberts-Holmes, Guy – Journal of Education Policy, 2015
Following the election of the Conservative--Liberal Democrat UK coalition Government in 2010, there has been an urgent intensification and focus upon early years numeracy and literacy and promoting systematic synthetic phonics. This paper argues that the current narrowing of early years assessment, along with increased inspection and surveillance,…
Descriptors: Foreign Countries, Early Childhood Education, Data, Numeracy
Archer, Louise; DeWitt, Jennifer; Wong, Billy – Journal of Education Policy, 2014
Young people's aspirations remain an enduring focus of education policy interest and concern. Drawing on data from an ongoing five-year study of young people's science and career aspirations (age 10-14), this paper asks what do young people aspire to at age 12/13, and what influences these aspirations? It outlines the main aspirations and sources…
Descriptors: Foreign Countries, Educational Policy, Occupational Aspiration, Elementary School Students
Bailey, Mary – Journal of Education Policy, 2012
This paper presents the case of a relatively low-profile policy initiative that has been successively reframed as part of larger policy ensembles within UK schools over a six-year period, and translated during this time at national and school levels. The policy examined is that of study support or out-of-hours learning. The trajectory of this…
Descriptors: Educational Policy, Profiles, Global Education, Foreign Countries
Lupton, Ruth; Hempel-Jorgensen, Amelia – Journal of Education Policy, 2012
This paper starts from the propositions that (a) pedagogy is central to the achievement of socially just education and (b) there are existing pedagogical approaches that can contribute to more socially just outcomes. Given the ostensible commitments of the current English Government to reducing educational inequality and to the importance of…
Descriptors: Equal Education, Outcomes of Education, Teaching Methods, Foreign Countries
Vowden, Kim James – Journal of Education Policy, 2012
Research into parents' secondary-school choices suggests that many middle-class parents are keen to secure a middle-class peer group for their children. This article reports the findings of a small-scale, qualitative study into whether a similar phenomenon exists at primary-school level and, if so, why. In-depth interviews were conducted with 56…
Descriptors: Risk, School Choice, Parents, Middle Class
Bradbury, Alice – Journal of Education Policy, 2011
Despite decades of research and debate, the issue of unequal outcomes continues to be a concern in educational systems worldwide. In England, published data relating to pupils' attainment across ethnic groups and by class indicators has been used to demonstrate continued inequalities in schools. This article attempts to deconstruct the…
Descriptors: Ethnic Groups, Urban Areas, Foreign Countries, Educational Policy
Cameron, David Hagen – Journal of Education Policy, 2010
This article examines the role of the consultants in secondary schools and local authorities within a large-scale consultancy-based reform, the Secondary National Strategy (SNS), in London, UK. The SNS follows a cascade model of implementation in which nationally created initiatives are introduced and supported within local authorities (LA) and…
Descriptors: Secondary Schools, Consultants, Educational Change, Foreign Countries
Brew, Angela; Boud, David; Lucas, Lisa; Crawford, Karin – Journal of Higher Education Policy and Management, 2017
How do academics make sense of university policies and strategic initiatives and act on them? Interviews were conducted with 27 mid-career academics in different disciplines, different research-intensive university environments and two countries (England and Australia). Data were analysed iteratively utilising a critical realist perspective,…
Descriptors: College Faculty, School Policy, Universities, Interviews
Braun, Annette; Vincent, Carol; Ball, Stephen J. – Journal of Education Policy, 2008
This paper explores the ways in which working class mothers negotiate mothering and paid work. Drawing on interviews with 70 families with pre-school children, we examine how caring and working responsibilities are conceptualised and presented in mothers' narratives. Mothers showed a high degree of commitment to paid work and, in contrast to…
Descriptors: Working Class, Middle Class, Mothers, Family Work Relationship
Gordon, June A. – Journal of Education Policy, 2008
Ethnographic research in 17 low-income schools in the northeast of England is brought to bear on the relationship between the policies of community regeneration and practices of community responsive school leadership. Over 100 interviews and site visits with head teachers, politicians, teachers, community service providers, government officials,…
Descriptors: Disadvantaged Youth, Ethnography, Housing, Urban Areas
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