Policy impact and policy process in transforming urban schools: A single school case study of the London Challenge

dc.creator	Vanessa Jane Ogden
dc.date	2008-10-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:27:58Z
dc.date.available	2015-08-12T11:27:58Z
dc.identifier	1477-5557
dc.identifier	https://doaj.org/article/8509a203b6cc4778bac6284dffc11213
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30549
dc.description	School improvement research shows that sustained improvements in schools take time to achieve. Have education policies which pre-date the London Challenge had some effect on the rises in standards that we see now? What about other effects on policy as it is implemented, such as the role of the practitioner in the policy process? Where best to direct public resources is a key question for policy-makers; it is argued in this paper that more investigation of the London Challenge’s impact is required to identify more precisely which elements of the policy have had most positive outcomes. Such information will help to direct any expansion of the policy more effectively. This paper addresses these questions by describing a small scale study, situated in one inner London comprehensive secondary school which was undertaken as an Institution Focused Study – a component of the doctorate in education programme. Because the study is small-scale, the findings have limited validity. Nevertheless, the study is a start in the process of testing the impact of the London Challenge on individual London schools. The study concludes that policy in education should consider carefully the mediating role of practitioners, especially school leaders, in the policy process since this is where much of the potential for transformative power in schools resides.
dc.language	English
dc.publisher	Institute of Education, University of London
dc.relation	http://www.educatejournal.org/index.php?journal=educate&page=article&op=view&path%5B%5D=182
dc.relation	https://doaj.org/toc/1477-5557
dc.source	Educate~, Vol 8, Iss 2, Pp 36-49 (2008)
dc.subject	Secondary schooling
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Policy impact and policy process in transforming urban schools: A single school case study of the London Challenge
dc.type	article