Context "Matters": Primary Schools and Academies Reform in England

Autor/in	Keddie, Amanda
Titel	Context "Matters": Primary Schools and Academies Reform in England
Quelle	In: Journal of Education Policy, 34 (2019) 1, S.6-21 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2017.1402959
Schlagwörter	Foreign Countries; Elementary Schools; Educational Change; School Based Management; Public Schools; Context Effect; Educational Policy; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Grundschule; Volksschule; Bildungsreform; Public school; Öffentliche Schule; Politics of education; Bildungspolitik
Abstract	There is little conclusive evidence linking academies reform in England with school improvement. While this reform has been effective in improving educational outcomes in some contexts, it has been resoundingly unsuccessful in others. Nevertheless, political faith in autonomous schooling as key to a world-class education remains strong. This paper considers how matters of context impact on approaches to and enactments of this policy. Drawing on case study data from two groups of primary schools from (1) a local authority and (2) an academy chain, the paper examines the particular situated, professional, material and external factors that impact on these schools' capacities to cope with and respond to academies reform. In light of the continued tendency within policy for schools to be dematerialised, the paper argues the ongoing significance of greater attention to matters of context in understanding how schools are navigating the complex terrain of this reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01