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The State and Education Policy: The Academies Programme de Professor Helen M. Gunter

The State and Education Policy: The Academies Programme

Editat de Professor Helen M. Gunter
en Limba Engleză Paperback – aug 2012
This collection draws together contributions from leading researchers and participants to explore a major reform process of the state and education system in particular. The shift from welfare-based provision of public services to the quasi-market with private delivery and philanthropic investment is an issue that needs a thorough examination through evidence and rigorous argument. This book seeks to do this by not only charting events and providing detailed examination about what is happening but also by locating these developments within a contemporary political and social analytical framework.Topics covered include:* the legal and political process of establishing Academies* the working and impact of Academies using a range of data and perspectives* the debates and issues regarding this major reform, with comparative perspectives.The State and Education Policy shows how the Academies Programme in England is an important site for examining the growth of neoliberal ideas and practices in the framing and delivery of public services such as education.
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Specificații

ISBN-13: 9781441108401
ISBN-10: 1441108408
Pagini: 320
Dimensiuni: 156 x 234 x 18 mm
Greutate: 0.5 kg
Editura: Bloomsbury Publishing
Colecția Continuum
Locul publicării:London, United Kingdom

Caracteristici

Brings together a group of international writers, provoking interest outside the UK, particularly in Australia and the USA.

Notă biografică

Helen M. Gunter is Professor of Educational Policy, Leadership and Management at the University of Manchester, UK.

Cuprins

Preface Francis Beckett \ Introduction: Contested Educational Reform Helen M Gunter \ 1. Academies and the Law David Wolfe \ 2. Local Government Against Local Democracy: A Case Study of a Bid for Building Schools for the Future Funding for an Academy Richard Hatcher \ 3. The Birth of Norwich's First School Academy: A Case Study John Elliott \ 4. Academy Consultation Meetings: Local Discourse on a National Policy Kirsten Purcell \ 5. Academies in the Public Interest: A Contradiction in Terms? Alan Dyson and Harriet Rowley \ 6. From Reality to Vision: The 'Birth' of The Petchey Academy in Hackney David Daniels \ 7. What Works? An Empirical Assessment of Strengths, Weaknesses and Next Steps for the Academies Initiative Judy Larsen, Valerie Bunting and David Armstrong \ 8. Are Academies Working? Stephen Gorard \ 9. 'Rapidly improving results': Penetrating the Hype of Policy-based Evidence Terry Wrigley \ 10. Academies, Policy Networks and Governance Stephen J Ball \ 11. Joining up the Dots: Academies and System Coherence Ron Glatter \ 12. The New Enterprise Logic of the Academy Programme Brian J. Caldwell \ 13. International Perspectives on Academies: Lessons Learned from Charter Schools and Choice Options Around the Globe Ellen Goldring and Madeline Mavrogordato \ 14. Academies and the Myth of Evidence Based Policy: Limits and Possibilities Denis Gleeson \ Conclusion: Public Education and Academies Helen M Gunter \ Index

Recenzii

'This is an incredibly important book on an issue deserving of close scrutiny. It offers precisely the kind of deep analysis that should be mandatory before ill-considered strategies are embarked upon by ideologically-driven governments. It raises crucial questions central to the role of the state, civil society, and the place of private interests in educational policy and school reform.' John Smyth, Research Professor of Education, University of Ballarat, Australia
'The Academies programme in England enjoys strong political support from economic neo-liberals. The evidence in its favour is mixed, at best. Helen Gunter's The State and Education Policy sets out the ideological, political, legal, historical and empirical basis of the programme. The collection is informed, coherent and critical; the contributions are scholarly and readable. It is altogether very impressive.' David Hartley, Professor of Professional Learning, University of Birmingham, UK