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Contextualising policy work: policy enactment and the specificities of English secondary schools

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Contextualising policy work : policy enactment and the specificities of English secondary schools. / Maguire, Meg; Gewirtz, Sharon; Towers, Emma; Neumann, Eszter.

In: Research Papers in Education, 09.04.2019.

Research output: Contribution to journalArticle

Harvard

Maguire, M, Gewirtz, S, Towers, E & Neumann, E 2019, 'Contextualising policy work: policy enactment and the specificities of English secondary schools', Research Papers in Education. https://doi.org/10.1080/02671522.2019.1601758

APA

Maguire, M., Gewirtz, S., Towers, E., & Neumann, E. (2019). Contextualising policy work: policy enactment and the specificities of English secondary schools. Research Papers in Education. https://doi.org/10.1080/02671522.2019.1601758

Vancouver

Maguire M, Gewirtz S, Towers E, Neumann E. Contextualising policy work: policy enactment and the specificities of English secondary schools. Research Papers in Education. 2019 Apr 9. https://doi.org/10.1080/02671522.2019.1601758

Author

Maguire, Meg ; Gewirtz, Sharon ; Towers, Emma ; Neumann, Eszter. / Contextualising policy work : policy enactment and the specificities of English secondary schools. In: Research Papers in Education. 2019.

Bibtex Download

@article{26ac3c2468d94fb8af3056d05cab8e36,
title = "Contextualising policy work: policy enactment and the specificities of English secondary schools",
abstract = "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.",
keywords = "English secondary schools, Policy contexts, policy enactment",
author = "Meg Maguire and Sharon Gewirtz and Emma Towers and Eszter Neumann",
year = "2019",
month = "4",
day = "9",
doi = "10.1080/02671522.2019.1601758",
language = "English",
journal = "Research Papers in Education",
issn = "0267-1522",
publisher = "Taylor and Francis Ltd.",

}

RIS (suitable for import to EndNote) Download

TY - JOUR

T1 - Contextualising policy work

T2 - policy enactment and the specificities of English secondary schools

AU - Maguire, Meg

AU - Gewirtz, Sharon

AU - Towers, Emma

AU - Neumann, Eszter

PY - 2019/4/9

Y1 - 2019/4/9

N2 - 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.

AB - 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.

KW - English secondary schools

KW - Policy contexts

KW - policy enactment

UR - http://www.scopus.com/inward/record.url?scp=85064747698&partnerID=8YFLogxK

U2 - 10.1080/02671522.2019.1601758

DO - 10.1080/02671522.2019.1601758

M3 - Article

JO - Research Papers in Education

JF - Research Papers in Education

SN - 0267-1522

ER -

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