Over the last 20 years international attempts to raise educational standards and improve opportunities for all children have accelerated and proliferated. This has generated a state of constant change and an unrelenting flood of initiatives changes and reforms that need to be âimplementedâ by schools. In response to this a great deal of attention has been given to evaluating âhow wellâ policies are realised in practice â implemented Less attention has been paid to understanding how schools actually deal with these multiple and sometimes contradictory policy demands; creatively working to interpret policy texts and translate these into practices in real material conditions and varying resources â how they are enacted Based on a long-term qualitative study of four âordinaryâ secondary schools and working on the interface of theory with data this book explores how schools enact rather than implement policy. It focuses on: contexts of âpolicy workâ in schools; teachers as policy subjects; teachers as policy actors; policy texts artefacts and events; standards behaviour and learning policies. This book offers an original and very grounded analysis of how schools and teachers do policy. It will be of interest to undergraduate and postgraduate students of education education policy and social policy as well as school leaders in the UK and beyond. . Language: English