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This book draws on the lessons from one of the most intensive periods of educational reform in any country during recent times. The post-1997 English experience, under a New Labour government, is used to illustrate the opportunities and challenges associated with attempting to develop a world class education system. Such reforms are fiercely contested - and often polarized - with proponents stressing the opportunities created, while others reveal the erosion of professional values. Contributions from UK and overseas researchers, including Andy Hargreaves and John Smyth, reflect on the implications for those concerned with developing education systems across the globe. Focusing on the challenges of radical reform in key areas - including variation in educational achievement; accountability and standards; linking school and community policies; workforce reform and choice and diversity - the book includes chapters on: Accountability for School Improvement Workforce-modelling and Distributed Leadership Multi-agency Work and Children’s Services The Education and Poverty Link Personalised Learning Initial Teacher Education Drawing on the framework developed by New Labour to assess the approaches to and outcomes of interventions and the extent to which policies can deliver promised transformations - but going much deeper and wider than this - the authors present a critical account of reform by studying examples of policies, and conceptualizing the interplay between policy, practice and research. With contributions from leading international commentators, this book will be of interest to researchers in education, education policy and school leadership.
'A splendid read. Via interviews with several Secretaries of State for Education and a supporting analytical commentary, Education Policy provides a fascinating insight and historical appraisal of English policy rationale' -Dr David Kitchener, Reader in Education, University of Bolton 'This book should be compulsory reading, not only for people interested in the history of education policy but also for policy makers, to remind them of what has gone before' -Dr Andrew Townsend, University of Nottingham From Butler to Balls and beyond, this essential book illuminates educational issues in England and Wales since WWII, drawing on extensive documentary evidence. Inside you will find in-depth interviews with former Secretaries of State for Education and other key decision-makers, including: - Ed Balls - David Blunkett - Michael Gove - Alan Johnson - Ruth Kelly The interviews cover the historical context of their period of office and the lasting legacy of their policies. This is a must-read for Masters-level students on Education courses and PGCE programmes, and will be valuable to undergraduates studying modern history and social policy. Ian Abbott is Director of the Warwick Institute of Education. Mike Rathbone was previously Director of Continuing Professional Development in the Institute of Education. Phil Whitehead is the course leader for the secondary PGCE (Teach First). All are at the University of Warwick.
Drawing on data from Australia, England and New Zealand, this book addresses how neo liberal policies of successive governments have decreased autonomy of academics and increased regimes of surveillance, radically altering how academics think about and engage in their intellectual work.
“Although standards-based reform emerged in the United States and the United Kingdom, the idea has spread across the world, as an approach to systemic reform. It might appear that there is a world-wide “tsunami” of standards-based reform that will standardize and homogenize the educational system across the globe. This volume makes it very clear, however, that there is no one approach to standards-based reform and countries change – there is a danger in paying attention to its evolution and impact in only one context. That’s what makes this volume so valuable. Louis Volante has drawn together descriptions from a wide range of countries, all involved in large-scale reform and using standards and assessments as part of their process. What becomes very obvious is that the language may be the same but the words reflect different contexts and can represent very different ideals, values, and processes. I’m sure you will find this book as interesting and challenging as I have – a gem that pushes your thinking and does not allow readers to remain neutral.” (Lorna Earl)
Responding to Diversity in Schools provides guidance for education practitioners on how to use an inquiry-based approach in responding to learner diversity. It supports readers in addressing an agenda for change, considering questions such as: Who are the learners who are missing out? What evidence do we need in order to understand the barriers faced by these learners? How can we analyse this evidence in order to find effective ways of moving forward? How do we involve others in this process? Responding to Diversity in Schools sets out to encourage innovation in schools, challenge existing assumptions and practices, and promote critical reflection. The contributing authors explain how to use a wide range of research methods, including visual methods that can be used to gather the views of children and young people. In addition, the book provides illustrative examples of innovative approaches to doing research with children, teachers and parents in schools. Written in a clear, direct style that addresses the types of concerns facing teachers on a daily basis, this book offers both practical guidance on responding to the challenge of diversity and inclusion from an inquiry-based learning perspective, and a range of detailed worked examples from schools. It will support individual practitioners and staff teams working on school development issues, as well as tutors wishing to use inquiry-based approaches within workshops and courses. It will also benefit post-graduate students who are focusing on inclusion, diversity, school development and leadership.

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