• $5.99

Publisher Description

The move to local school management (LSM) in its various formations is one of the most significant educational policy moves to occur in recent times in western countries. Although something is known about the effects on governance, budgeting and resource decision making, relatively little is known about the rhetorical and actual ways teachers' work is affected. Even the proponents admit this, albeit in terms of the little known relay effect on student learning. Drawing on the narrative biography of a single high school teacher, as part of a larger multi-sited ethnography, this study revealed the level of policy incoherence to be such that most of the worst excesses of accountability and marketisation accompanying LSM were minimised. Emerging from a deeply held set of pedagogical values and convictions, this instance confirmed a robust view of teacher identity as lying beyond those of victim construction. Keywords

GENRE
Professional & Technical
RELEASED
2003
November 1
LANGUAGE
EN
English
LENGTH
34
Pages
PUBLISHER
Australian Council for Educational Research
SELLER
The Gale Group, Inc., a Delaware corporation and an affiliate of Cengage Learning, Inc.
SIZE
243.6
KB

More Books by Australian Journal of Education