Professor Geoff Whitty, et al.
In this book Professor Whitty, an educational sociologist, shows that wider sociological perspectives can contextualise the limits and the possibilities of educational change. Starting from the premise that 90% of education reforms are not properly evaluated, the authors argue that education policy is often driven by political ideologies more than by solid research evidence.
They back-up this claim with case studies ofthe Coalition government’s reform of teacher training;the use of evidence in international policy borrowing and the rhetoric of‘what works’; and the deployment of policies that aim to narrow the social class achievement and participation gap.
The book concludes with a plea for more discipline-based research on education, and an assertion of the importance of the sociology of education as an essential resource for making sense of contemporary education policy.
In listing research, EdCentral makes no judgment or recommendation as to its quality, validity or methodology and none should be inferred. Through peer ratings left by education practitioners, EdCentral’s aim is to support the development of a repository of shared knowledge and experience.
* Please note that your reading list can only be saved permanently if you are logged into your account.
