Front Cover; How Schools do Policy; Copyright Page; Contents; List of Illustrations; Acknowledgements; 1. Doing enactments research; 2. Taking context seriously; 3. Doing enactment: People, meanings and policy work; 4. Policy subjects: Constrained creativity and assessment technologies in schools; 5. Policy into practice: Doing behaviour policy in schools; 6. Policy artefacts: Discourses, representations and translations; 7. Towards a theory of enactment: 'The value of hesitation and closer interrogation of utterances of conventional wisdom'; Appendix: Case study schools and interviewees
Summary
Over the last 20 years, international attempts to raise educational standards and improve opportunities for all children have accelerated and proliferated. This has generated a state of constant change and an unrelenting flood of initiatives, changes and reforms that need to be 'implemented' by schools. In response to this, a great deal of attention has been given to evaluating 'how well' policies are realised in practice - implemented! Less attention has been paid to understanding how schools actually deal with these multiple, and sometimes contradictory, policy demands; creatively working to
