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Contextualising policy work: policy enactment and the specificities of English secondary schools
Open accessAbstract
This paper returns to a long-standing theme in education research, the ways in which ‘contextual factors impact on what schools do, as well as directly on what pupils achieve’ (Lupton, 2004, 4). Drawing on a project designed to explore the early effects of reforms to national examinations, the curriculum for 14−16 year olds and school accountability measures in English secondary schools, this paper considers the perceptions and experiences of teachers currently charged with enacting these reforms specifically in the light of their situated school realities in three different settings. A case is made for a contextually sensitive approach towards policy making and policy enactment that takes account of some of the more nuanced distinctions among schools’ contextual positionings.
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“The case studies allowed us to explore in more detail the ways in which contextual factors such as school intakes and resources impacted on school leaders' space for manoeuvre in their responses to the reforms, and the extent to which they could escape close central regulation (Maguire, Gewirtz, Towers, & Neumann, 2019).”
From Neoconservative education policy and the case of the English Baccalaureate (2020) · cites this paper as Maguire, Gewirtz, Towers, & Neumann, 2019
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Research works printed but not linked: 22
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Cited by
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Neoconservative education policy and the case of the English Baccalaureate
Neumann, E., Gewirtz, S., Maguire, M., & Towers, E. (2020) · Journal of Curriculum Studies · doi:10.1080/00220272.2019.1708466 · Cited by 86
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Metadata
- Authors
- Maguire, M., Gewirtz, S., Towers, E., & Neumann, E.
- Affiliations
- King's College London (GB)
- Centre for Social Sciences (HU)
- Corresponding author
- Maguire, Meg
- Venue
- Research Papers in Education
- Publisher
- Informa UK Limited
- Published
- 2019-04-09
- Volume
- 35
- Issue
- 4
- Pages
- 488-509
- ISSN
- 0267-1522 (ISSN-L)
- 1470-1146
- OpenAlex
- W2912328400
- Cited by
- 42
- References
- 0
- Citations by year
- 2026: 6 · 2025: 6 · 2024: 8 · 2023: 6 · 2022: 6 · 2021: 4 · 2020: 4 · 2019: 2
- FWCI
- 15.97
- Type
- journal article
- Language
- en
- Open access
- green
- kclpure.kcl.ac.uk
- Licence
- other-oa
- Locations
- Research Papers in Education (publishedVersion)
- Research Portal (King's College London) (publishedVersion, other-oa)
- Repository of the Academy's Library (Library of the Hungarian Academy of Sciences) (acceptedVersion)
- Funders
- National Union of Teachers
- Topics
- Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
- Social Sciences › Education › Education Pedagogy and Practices
- Social Sciences › Education › Educational Assessment and Improvement
- Keywords
- policy enactment, education policy, English secondary schools, curriculum reform, school accountability, teacher perceptions, policy making, school context
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