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Journal of Education Policy Volume 25, 2010 - Issue 5
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Articles

Maggie’s day: a small‐scale analysis of English education policy

Pat Thomson School of Education, The University of Nottingham, University Park, Nottingham, NG8 1BB, UKCorrespondence[email protected]
,
Christine Hall School of Education, The University of Nottingham, University Park, Nottingham, NG8 1BB, UK
&
Ken Jones Keele University, Keele, UK
Pages 639-656 | Received 15 Nov 2009, Accepted 12 Mar 2010, Published online: 06 Oct 2010

Citations (50)

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Read on this site (35)

Pat Thomson, Liam Maloy & Christine Hall. (2023) ‘The way I know is by looking back’: English primary school children’s views of making progress in arts subjects. Education 3-13 0:0, pages 1-13.
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Mathew Barnard. (2023) Textual space and its importance to school ethos and cultural pedagogy. English in Education 57:3, pages 202-218.
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Anette Lykke Hindhede & Karin Højbjerg. (2022) How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies: The Case of the University of Greenland. Journal of Language, Identity & Education 21:6, pages 439-452.
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Soo Sturrock. (2022) Primary teachers’ experiences of neo-liberal education reform in England: ‘Nothing is ever good enough’. Research Papers in Education 37:6, pages 1214-1240.
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Judy Sayers, Jöran Petersson, Gosia Marschall & Paul Andrews. (2022) Teachers’ perspectives on homework: manifestations of culturally situated common sense. Educational Review 74:5, pages 905-926.
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John Perry. (2022) ‘...to read people differently’.: The purpose of English Literature in English secondary schools. English in Education 56:3, pages 287-299.
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Kirstin Lewis & Sarah Pearce. (2022) High attaining students, marketisation and the absence of care: everyday experiences in an urban academy. Pedagogy, Culture & Society 30:2, pages 261-280.
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Bryan J Duarte. (2021) Situating subjectivities in the macrosocial policy context: critical/queer multifocal policy research. Journal of Education Policy 36:5, pages 691-707.
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Judy Sayers, Gosia Marschall, Jöran Petersson & Paul Andrews. (2021) English and Swedish teachers’ perspectives on the role of parents in year one children’s learning of number: manifestations of culturally-conditioned norms. Early Child Development and Care 191:5, pages 760-772.
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Pat Thomson, Christine Hall, Lexi Earl & Corinna Geppert. (2020) Subject Choice As Everyday Accommodation /Resistance: Why Students In England (Still) Choose The Arts. Critical Studies in Education 61:5, pages 545-560.
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Lauran Doak. (2020) Realising the ‘right to play’ in the special school playground. International Journal of Play 9:4, pages 414-438.
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Lesley Hagger-Vaughan. (2020) Is the English Baccalaureate (EBacc) helping participation in language learning in secondary schools in England?. The Language Learning Journal 48:5, pages 519-533.
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Cecilie P. Dalland, Kirsti Klette & Sigrun Svenkerud. (2020) Video studies and the challenge of selecting time scales. International Journal of Research & Method in Education 43:1, pages 53-66.
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Tania de St Croix. (2018) Youth work, performativity and the new youth impact agenda: getting paid for numbers?. Journal of Education Policy 33:3, pages 414-438.
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Christine Hall & Pat Thomson. (2017) Creativity in teaching: what can teachers learn from artists?. Research Papers in Education 32:1, pages 106-120.
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Sonia Exley. (2016) ‘Critical friends’: exploring arm’s length actor relationships to local government in education. Journal of Education Policy 31:6, pages 742-756.
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Justine Grønbæk Pors. (2016) The ghostly workings of Danish accountability policies. Journal of Education Policy 31:4, pages 466-481.
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Pat Thomson & Jodie Pennacchia. (2016) Hugs and behaviour points: Alternative education and the regulation of ‘excluded’ youth. International Journal of Inclusive Education 20:6, pages 622-640.
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Catherine Doherty, Rowena McGregor & Paul Shield. (2016) Ordering within moral orders to manage classroom trouble. Pedagogies: An International Journal 11:2, pages 127-145.
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Frances Vavrus. (2016) Topographies of power: a critical historical geography of schooling in Tanzania. Comparative Education 52:2, pages 136-156.
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Richard Matthews & Andrew Noyes. (2016) To grade or not to grade: balancing formative and summative assessment in post-16 teacher trainee observations . Journal of Further and Higher Education 40:2, pages 247-261.
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Nafsika Alexiadou & Jane Essex. (2016) Teacher education for inclusive practice – responding to policy. European Journal of Teacher Education 39:1, pages 5-19.
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Pat Thomson & Christine Hall. (2015) ‘Everyone can imagine their own Gellert’: the democratic artist and ‘inclusion’ in primary and nursery classrooms. Education 3-13 43:4, pages 420-432.
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Andrew Clapham. (2015) ‘Answer your names please’: a small-scale exploration of teachers technologically mediated ‘new lives’. Teachers and Teaching 21:4, pages 366-378.
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Andrew Clapham. (2015) Producing the docile body: analysing Local Area Under-performance Inspection (LAUI). Cambridge Journal of Education 45:2, pages 265-280.
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Christina Gowlett, Amanda Keddie, Martin Mills, Peter Renshaw, Pam Christie, David Geelan & Sue Monk. (2015) Using Butler to understand the multiplicity and variability of policy reception. Journal of Education Policy 30:2, pages 149-164.
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Pat Thomson. (2014) ‘Scaling up’ educational change: some musings on misrecognition and doxic challenges. Critical Studies in Education 55:2, pages 87-103.
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Bernadette Youens, Lindsey Smethem & Stefanie Sullivan. (2014) Promoting collaborative practice and reciprocity in initial teacher education: realising a ‘dialogic space’ through video capture analysis. Journal of Education for Teaching 40:2, pages 101-113.
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Joanna Mcintyre & Susan Jones. (2014) Possibility in impossibility? Working with beginning teachers of English in times of change. English in Education 48:1, pages 26-40.
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Carol Azumah Dennis. (2014) Positioning further education and community colleges: Text, teachers and students as global discourse. Studies in the Education of Adults 46:1, pages 91-107.
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Ron Thompson, Lisa Russell & Robin Simmons. (2014) Space, place and social exclusion: an ethnographic study of young people outside education and employment. Journal of Youth Studies 17:1, pages 63-78.
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Pat Thomson, Christine Hall & Ken Jones. (2013) Towards educational change leadership as a discursive practice—or should all school leaders read Foucault?. International Journal of Leadership in Education 16:2, pages 155-172.
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Jessica Gerrard & Lesley Farrell. (2013) ‘Peopling’ curriculum policy production: researching educational governance through institutional ethnography and Bourdieuian field analysis. Journal of Education Policy 28:1, pages 1-20.
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Barbara Comber. (2012) Mandated literacy assessment and the reorganisation of teachers’ work: federal policy, local effects. Critical Studies in Education 53:2, pages 119-136.
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Lawrence Angus. (2012) Teaching within and against the circle of privilege: reforming teachers, reforming schools. Journal of Education Policy 27:2, pages 231-251.
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Articles from other publishers (15)

Pat Thomson & Christine Hall. (2021) ‘You just feel more relaxed’: An Investigation of Art Room Atmosphere. International Journal of Art & Design Education 40:3, pages 599-614.
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Justine Grønbæk Pors. (2020) Local meaning-making in discursive, embodied and affective registers. International Journal of Public Leadership 17:3, pages 247-264.
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Lauran Doak. (2021) Rethinking family (dis)engagement with augmentative & alternative communication. Journal of Research in Special Educational Needs 21:3, pages 198-210.
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Perpetua Kirby. (2019) Children’s Agency in the Modern Primary Classroom. Children & Society 34:1, pages 17-30.
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John Barker. (2019) ‘Who cares?’ Gender, care and secondary schooling: ‘Accidental findings’ from a seclusion unit. British Educational Research Journal 45:6, pages 1279-1294.
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Bryan J Duarte. (2018) The subjectivity of false hope and the possibility for critical hope among novice teachers . Policy Futures in Education 17:8, pages 924-944.
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Bryan J. Duarte & Curtis A. Brewer. (2018) “Caught in the Nets of ‘Discipline’”: Understanding the Possibilities for Writing Teachers’ Resistance to Standardization in Local Policy. Educational Policy 33:1, pages 88-110.
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Pat Thomson, Rebecca Coles & Madeline Hallewell. 2018. Creativity Policy, Partnerships and Practice in Education. Creativity Policy, Partnerships and Practice in Education 13 43 .
Vicky Plows, Dorothy Bottrell & Kitty Te Riele. (2017) Valued outcomes in the counter-spaces of alternative education programs: success but on whose scale?. Geographical Research 55:1, pages 29-37.
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Adam Poole. (2017) Possibilities-within-Constraints: Implementing the Funds of Knowledge Concept in the People’s Republic of China. Frontiers of Education in China 11:2, pages 187-216.
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Andrew Clapham. (2015) Post-fabrication and putting on a show: examining the impact of short notice inspections. British Educational Research Journal 41:4, pages 613-628.
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Dorothy Smith. 2014. Advancing Knowledge in Higher Education. Advancing Knowledge in Higher Education 83 98 .
Pat Thomson. (2012) Understanding, evaluating and assessing what students learn from leadership activities: student research in Woodlea Primary. Management in Education 26:3, pages 96-103.
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Pat Thomson, Christine Hall & Ken Jones. (2012) Creativity and cross-curriculum strategies in England: Tales of doing, forgetting and not knowing. International Journal of Educational Research 55, pages 6-15.
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Lawrence Angus. 2012. Critical Voices in Teacher Education. Critical Voices in Teacher Education 45 61 .

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