Teachers and education policy
Roles and models
Bibliographic Data
| ID | 8405349 |
|---|---|
| Authors | Paul Croll (University of Reading), Dorothy Abbott (University of the West of England), Patricia Broadfoot (University of Bristol), Marilyn Osborn (University of Bristol), Andrew J Pollard (0000-0001-7361-719X, University of the West of England), Andrew Pollard (0000-0002-2355-2241) |
| Year | 1994 |
| Volume | 42 |
| Issue | 4 |
| Pages | 333-347 |
| Publication date | 1994-12-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0007-1005 • E-ISSN: 1467-8527 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00071005.1994.9974007 |
| OpenAlex | W4237157383 |
| Language | EN |
| Citations received | 10 |
| References cited | 9 |
Four models are outlined for describing and analysing the role of teachers in the formulation of educational policy and the resulting processes of change. The model of teachers as partners in education policy making draws on a pluralist view of political processes and an assumption of a degree of autonomy for teachers and schools. A model of teachers as implementers of change draws a sharp distinction between the processes of policy making and policy execution and excludes teachers from an involvement in the former. A model of teachers as resisting change has been put forward both by those most opposed to and those most supportive of current educational policy developments. Finally, a model of teachers as policy makers in practice is proposed to describe the way in which the reality of teaching situations can lead to the independent actions of individual teachers having systematic policy effects. The applicability of these models is considered in the context of contemporary educational changes drawing on empirical research evidence, in particular that of the PACE (Primary Assessment Curriculum and Experience) study of the implementation of the National Curriculum at KS1 and KS2
Autonomy · Context (archaeology) · Curriculum · Education policy · Higher education · Mathematics education · National curriculum · Pace · Pedagogy · Political science · Politics · Sociology · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Global Educational Policies and Reforms · Psychology
Academics on Professional Helpers’ Education
Stress stemming from educational reforms as a key determinant of teacher's turnover intentions
The classroom as space for change
Rethinking interculturalism, deconstructing discrimination in Italian schools
La double vérité de la mise en œuvre
Teacher positioning in educational ICT policies
Teachers’ feelings of curriculum ownership
Professionalism, ethics and work‐based learning
Shaping Literacy in the Secondary School
England
Reforming education and changing schools
Street-Level Bureaucrats and Institutional Innovation
Theorising the governance of education
Policy, politics and education
Some Sink, Some Float
Changing English Primary Schools
World Yearbook of Education 1993; Special Needs Education
A distributed system of educational administration
| Citations per year | 0.33 |
|---|---|
| Citation span | 1996 - 2026 (31) |
| Highly cited | No |