This text considers the impact of educational policies on those who have to translate political priorities into the day to day work of schools and classrooms. The authors argue that an evidence-informed view of policy making has yet to be realised.
This text considers the impact of educational policies on those who have to translate political priorities into the day to day work of schools and classrooms. The authors argue that an evidence-informed view of policy making has yet to be realised.
What lessons can we learn from the relationship between policy-makers and schools over the life of the 'New' Labour and its predecessor Conservative government? What happened to 'Education, Education, Education' as it travelled from political vision to classroom practice? What a…