Innovation and autonomy at a time of rapid reform: an English case study

References

• Adonis A. Education, education, education, reforming England's schools. 2012; London: Biteback Publishing.
   Google Scholar
• Araújo M. “Modernising the comprehensive principle”: Selection, setting and the institutionalisation of educational failure. British Journal of Sociology of Education. 2007; 28(2): 241–257.
   Web of Science ®Google Scholar
• Ball S. Beachside Comprehensive. 1981; Cambridge: Cambridge University Press.
   Google Scholar
• Ball S.J. Privatising education, privatising education policy, privatising educational research: Network governance and the “competition state”.Journal of Education Policy. 2009; 24(1): 83–99.
   Web of Science ®Google Scholar
• Ball S.J. A new research agenda for educational leadership and policy. Management in Education. 2011; 25(2): 50–52.
   Google Scholar
• Ball S.J. Global Education Inc: New policy networks and the neo-liberal Imaginary. 2012; Abingdon: Routledge.
   Google Scholar
• Ball S.J., Bowe R., Gewirtz S. School choice, social class and distinction: The realization of social advantage in education. Journal of Education Policy. 1996; 11(1): 89–112.
   Google Scholar
• Barker B. School reform policy in England since 1988: Relentless pursuit of the unattainable. Journal of Education Policy. 2008; 23(6): 669–683.
   Web of Science ®Google Scholar
• Benn C. A new 11 + ?. Forum. 1980; 22(2): 36–42.
   Google Scholar
• Benn C., Chitty C. Thirty years on: Is comprehensive education alive and well or struggling to survive?. 1996; London: David Fulton Publishers.
   Google Scholar
• Blackmore J. Policy, practice and purpose in the field of education: A critical review. Critical Studies in Education. 2010; 51(1): 101–111.
   Web of Science ®Google Scholar
• Bol T., Van de Werfhorst H. Educational systems and the trade-off between labor market allocation and equality of educational opportunity. Comparative Education Review. 2013; 57(2): 285–308.
   Web of Science ®Google Scholar
• Bolton P. Grammar school statistics. 2013; London: House of Commons Library, SN/SG/1398.
   Google Scholar
• Bourdieu P. In other words. Essays towards a reflexive sociology. 1990; Stanford, CA: Stanford University Press.
   Google Scholar
• Bourdieu P. Pascalian meditations. 2000; Cambridge: Polity Press.
   Google Scholar
• Bourdieu P., Wacquant L.J.D. An invitation to reflexive sociology. 1992; Chicago, IL: University of Chicago Press.
   Google Scholar
• Caldwell B.J., Spinks J.M. Raising the stakes: From improvement for transformation in the reform of schools. 2008; London: Routledge.
   Google Scholar
• Chadderton C., Torrance H, Somekh B., Lewin C. Case study. Theory and methods in social research. 2011; London: Sage. 53–60.
   Google Scholar
• Clarke J., Newman J. The managerial state: Power, politics and ideology in the remaking of social welfare. 1997; London: Sage.
   Google Scholar
• Department for Education. Latest news on academy statistics. 2014. Retrieved from https://www.gov.uk/government/publications/open-academies-and-academy-projects-in-development.
   Google Scholar
• Exley S., Suissa J. Private schools, choice and the ethical environment. British Journal of Educational Studies. 2013; 61(3): 345–362.
   Web of Science ®Google Scholar
• Finkelstein N.D., Grubb W.N. Making sense of education and training markets: Lessons from England. American Education Research Journal. 2000; 37(3): 601–631.
   Web of Science ®Google Scholar
• Gewirtz S. Post welfarism and the reconstruction of teachers’ work in the UK. Journal of Education Policy. 1997; 12(4): 217–231.
   Google Scholar
• Gewirtz S. Cloning the Blairs: New labour's programme for the re-socialization of working-class parents. Journal of Education Policy. 2001; 16(4): 365–378.
   Web of Science ®Google Scholar
• Gewirtz S. The managerial school. 2002; London: Routledge.
   Google Scholar
• Gillborn D., Mirza H.S. Educational inequality: Mapping race, class and gender: A synthesis of research evidence. 2000; London: Ofsted.
   Google Scholar
• Gillies V. Raising the “meritocracy”: Parenting and the individualization of social class. Sociology. 2005; 39(5): 835–853.
   Google Scholar
• Glatter R. Persistent preoccupations: The rise and rise of school autonomy and accountability in England. Educational Management Administration & Leadership. 2012; 40(5): 559–575.
   Google Scholar
• Goodson I.F. Times of educational change: Towards an understanding of patterns of historical and cultural refraction. Journal of Education Policy. 2010; 25(6): 767–775.
   Web of Science ®Google Scholar
• Gove M. Speech on academies given to haberdashers’ Aske's Hatcham College. 2012; London Retrieved from https://www.gov.uk/government/speeches/michael-gove-speech-onacademies and http://www.education.gov.uk/inthenews/speeches/a00201425/michael-gove-speech-on-academies.
   Google Scholar
• Gunter H, Gunter H. Introduction: Contested education reform. The state and education policy: The academies programme. 2011; London: Continuum. 1–18.
   Google Scholar
• Gunter H.M., Forrester G. New labour and the logic of practice in educational reform. Critical Studies in Education. 2010; 51(1): 55–69.
   Web of Science ®Google Scholar
• Gunter H.M., McGinity R. The politics of the academies programme: Natality and pluralism in education policy-making. Research Papers in Education. 2014; 29(3): 1–15.
   Web of Science ®Google Scholar
• Harris A., Ranson S. The contradictions of educational policy: Disadvantage and achievement. British Educational Research Journal. 2005; 31(5): 571–587.
   Web of Science ®Google Scholar
• Hatcher R. Academies and diplomas: Two strategies for shaping the future workforce. Oxford Review of Education. 2008; 34(6): 665–676.
   Web of Science ®Google Scholar
• Higham R. Free schools in the big society: The motivations, aims and demography of free school proposers. Journal of Education Policy. 2013; 29(1): 122–139.
   Web of Science ®Google Scholar
• Husbands C. A revolution in apprenticeships: A something for something deal with employers: The husbands review of vocational education and training. 2014; , London: New Labour.
   Google Scholar
• Hodgson N. “The only answer is innovation …”: Europe, policy, and the big society. Journal of Philosophy of Education. 2012; 46(4): 532–545.
   Web of Science ®Google Scholar
• Hoskins K. Raising standards 1988 to the present: A new performance policy era?. Journal of Educational Administration and History. 2012; 44(1): 5–19.
   Google Scholar
• Lubienski C. Innovation in education markets: Theory and evidence on the impact of competition and choice in charter schools. American Education Research Journal. 2003; 40(2): 395–443.
   Web of Science ®Google Scholar
• Marginson S. After globalization: Emerging politics of education. Journal of Education Policy. 1999; 14(1): 19–31.
   Web of Science ®Google Scholar
• McCulloch G. Educational reconstruction: The 1944 education act and the twenty-first century. 1994; Abingdon: Routledge.
   Google Scholar
• McInerney P. From naive optimism to robust hope: Sustaining a commitment to social justice in schools and teacher education in neoliberal times. Asia-Pacific Journal of Teacher Education. 2007; 35(3): 257–272.
   Web of Science ®Google Scholar
• Ministry of Education. The Norwood Report: Curriculum and Examinations in Secondary Schools. 1943; , London: Her Majesty's Stationery Office.
   Google Scholar
• Ministry of Education. The New Secondary Education. 1947; , London: Her Majesty's Stationery Office.
   Google Scholar
• Ministry of Education. Secondary Eduction For All: A New Drive. 1958; , London: Her Majesty's Stationery Office.
   Google Scholar
• Moore A., George R., Halpin D. The developing role of the headteacher in English schools: Management, leadership and pragmatism. Educational Management Administration & Leadership. 2002; 30(2): 175–188.
   Google Scholar
• Morris E. Stephen Twigg will not rush to judge on education policy. Education Guardian. 2011; October. 25 Retrieved from http://www.guardian.co.uk/education/2011/oct/24/stephen-twigg-free-schools-education-policy.
   Google Scholar
• Power S., Frandji D. Education markets, the new politics of recognition and the increasing fatalism towards inequality. Journal of Education Policy. 2010; 25(3): 385–396.
   Web of Science ®Google Scholar
• Ratcliffe R. How are schools resisting academy status?. The Guardian. 2014; February. 11 Retrieved from http://www.theguardian.com/teacher-network/teacher-blog/2014/feb/11/schools-resisting-academy-status-forced-conversion.
   Google Scholar
• Reay D. The Zombie stalking English schools: Social class and educational inequality. British Journal of Educational Studies. 2006; 54(3): 288–307.
   Web of Science ®Google Scholar
• Reay D. Tony Blair, the promotion of the “active” educational citizen, and middle-class hegemony. Oxford Review of Education. 2008; 34(6): 639–650.
   Web of Science ®Google Scholar
• Reay D. What would a socially just education system look like?: Saving the minnows from the pike. Journal of Education Policy. 2012; 27(5): 587–599.
   Web of Science ®Google Scholar
• Sammons P. Zero tolerance of failure and new labour approaches to school improvement in England. Oxford Review of Education. 2008; 34(6): 651–664.
   Web of Science ®Google Scholar
• Simkins T. Education reform and managerialism: Comparing the experience of schools and colleges. Journal of Education Policy. 2000; 15(3): 317–332.
   Web of Science ®Google Scholar
• Thiem C.H. Thinking through education: The geographies of contemporary educational restructuring. Progress in Human Geography. 2008; 33(2): 154–173.
   Web of Science ®Google Scholar
• Thomson P. Bringing Bourdieu to policy sociology: Codification, misrecognition and exchange value in the UK context. Journal of Education Policy. 2005; 20(6): 741–758.
   Web of Science ®Google Scholar
• Thomson P. Headteacher autonomy: A sketch of a Bourdieuian field analysis of position and practice. Critical Studies in Education. 2010; 51(1): 5–20.
   Web of Science ®Google Scholar
• Thrupp M., Lupton R. Taking school contexts more seriously: The social justice challenge. British Journal of Educational Studies. 2006; 54(3): 308–328.
   Web of Science ®Google Scholar
• Vincent C., Ball S.J. Making up’ the middle-class child: Families, activities and class dispositions. Sociology. 2007; 41(6): 1061–1077.
   Google Scholar
• Ward D. The Kafkaesque nightmare of forced academisation. The Local Schools Network. 2014; April. 7 Retrieved from http://www.localschoolsnetwork.org.uk/2014/04/the-kafkaesque-nightmare-of-forced-academisation/.
   Google Scholar
• Whitty G., Edwards T., Gewirtz S. Specialisation and choice in urban education: The city technology college experiment. 1993; London: Routledge.
   Google Scholar
• Whitty G., Power S., Halpin D. Devolution and choice in education: The school, the state and the market. 1998; Buckingham: Open University Press.
   Google Scholar
• Wolf A. Review of vocational education: The Wolf report. 2011. Retrieved from http://dera.ioe.ac.uk/11621/1/DFE-00031-2011.pdf.
   Google Scholar
• Wright A. Fantasies of empowerment: Mapping neoliberal discourse in the coalition government's schools policy. Journal of Education Policy. 2012; 27(3): 279–294.
   Web of Science ®Google Scholar
• Wrigley T. Achievement, poverty and privatization in England: Policy and evidence. Improving Schools. 2012; 15(1): 5–9.
   Google Scholar