69 From Mary Leadbeater

Leadbeater, Mary; Faulkner, Thomas C.; Blair, Rhonda L.

doi:10.1093/oseo/instance.00052499

Cited by 4 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The experience of building policy capacity and coherence in the UK has been to foster centralisation and uniformity rather than diversity and localism: New Labour's 'control freakery' and the nanny state (Jones 2002) rather than the empowerment of citizens and decentralisation. The culture of target setting, for example, may actually serve to incapacitate the 'delivery' capacities of organisations rather than facilitate the kind of innovation necessary to solve problems in a complex and changing world (Leadbeater 2002). Critics of the control freakery which has accompanied the enhanced steering capacity of central government under New Labour argue that British policy-making has to be prepared to embrace a 'new localism' (Corry and Stoker 2003).…”

Section: Relevant Knowledge and The Craft Of Building Policy Capacitymentioning

confidence: 99%

Not Just Steering but Weaving: Relevant Knowledge and the Craft of Building Policy Capacity and Coherence

2004

View full text Add to dashboard Cite

The whole process of royal weaving is comprised -never to allow temperate natures to be separated from the brave, but to weave them together, like the warp and the woof, by common sentiments and honour and reputation, and by the giving of pledges to one another; and out of them forming one smooth and even web, to entrust to them the offices of State.(Plato 1892:517-8)This paper explores the theory and practice of building policy capacity and coherence and in particular focuses on its epistemological and ontological aspects and assumptions. It argues that designing for capacity and coherence has been overwhelmingly concerned with improving the instrumental rationality of policy-making through a more systematic and strategic use of knowledge. However, I argue that this instrumentalism has meant that designing has worked within a very tightly constructed epistemological regime which has tended to neglect non-instrumentalist approaches to policy knowledge and learning. I review some of these non-instrumentalist approaches and suggest that they provide both a critique of the dominant paradigm and offer alternative ways of framing the problem of building policy capacity and coherence.

show abstract

Section: Relevant Knowledge and The Craft Of Building Policy Capacitymentioning

confidence: 99%

Not Just Steering but Weaving: Relevant Knowledge and the Craft of Building Policy Capacity and Coherence

2004

View full text Add to dashboard Cite

show abstract

“…Choanoflagellates are evolutionarily important because they are close relatives of metazoans [134]. More than 125 species of flagellates have been identified, all of which have unicellular life history stages [135]. Previous studies have provided more insight into the molecular biology of the choanoflagellate M. brevicollis through genome sequencing.…”

Section: Choanozoa: Monosiga Brevicollis (M Brevicollis)mentioning

confidence: 99%

Evolution and Function of the Notch Signaling Pathway: An Invertebrate Perspective

Lv,

Pang,

Cao

et al. 2024

IJMS

View full text Add to dashboard Cite

The highly conserved Notch signaling pathway affects embryonic development, neurogenesis, homeostasis, tissue repair, immunity, and numerous other essential processes. Although previous studies have demonstrated the location and function of the core components of Notch signaling in various animal phyla, a more comprehensive summary of the Notch core components in lower organisms is still required. In this review, we objectively summarize the molecular features of the Notch signaling pathway constituents, their current expression profiles, and their functions in invertebrates, with emphasis on their effects on neurogenesis and regeneration. We also analyze the evolution and other facets of Notch signaling and hope that the contents of this review will be useful to interested researchers.

show abstract

“…In education, innovation tends to be defined as a change (OECD, 2014), novelty or improvement (Lubienski, 2009) (Wiborg et al, 2018), school leadership (Greany & Waterhouse, 2016), the instructional methods or pedagogy, the school curriculum (Brundrett & Duncan, 2014), among others. Furthermore, some authors consider that innovation entails simply something new from what has been done before in a certain context (Christensen et al, 2008), while others expect disruptive changes from outside the system (Leadbeater & Wong, 2010). Yet, any innovation needs to be assessed against a certain 'baseline' practice, the reason why it is important to establish which categories are used to analyze innovations in Free School and against what baseline these are compared.…”

Section: Innovation In Education: a Brief Frameworkmentioning

confidence: 99%

Cuasimercados, rendición de cuentas e innovación: analizando el caso de las Escuelas Libres en Inglaterra desde la perspectiva de los docentes

Esper¹

2022

REEC

View full text Add to dashboard Cite

Desde 2010, Inglaterra implementa una nueva reforma educativa bajo los principios del cuasi-mercado combinados con políticas de autonomía escolar y la rendición de cuentas. La reforma de las ‘Academies’ y ‘Free Schools’ produjo la transferencia a manos privadas de casi la mitad de las escuelas de Inglaterra (GOV.UK 2022), fomentando la competencia entre escuelas con la expectativa de que los proveedores privados generen innovación (Greany & Higham, 2018). Esta investigación de tipo exploratoria estudia tres ‘Free Schools’, un nuevo tipo de escuela del que se esperan innovaciones (DfE, 2010), analizando qué innovaciones se desarrollaron y cómo los docentes dan sentido y lidian con las demandas competencia, innovación y rendición de cuentas. Las innovaciones escolares son analizadas utilizando las categorías definidas por la OCDE (2014), mientras me apoyo en la literatura sobre implementación de políticas (Ball et al., 2012) para interpretar de las respuestas de los docentes sobre la innovación y la rendición de cuentas. Los datos incluyen documentos y sitios web de cada escuela, informes de inspección y entrevistas con doce docentes. Los resultados muestran la preponderancia de la innovación en las estrategias de marketing para atraer a los padres, pero son más limitaciones en cúanto al curriculum o las prácticas pedagógicas. Además, la autonomía de los docentes y las prácticas innovadoras están mediadas tanto por la cultura escolar como la posición de los directivos sobre las demandas de rendición de cuentas. De acuerdo con investigaciones previas sobre reformas cuasi-mercado, la rendición de cuentas con altas consecuencias actúa como una limitación central para la autonomía escolar y la innovación (Lubienski, 2009).

show abstract

69 From Mary Leadbeater

Cited by 4 publications

References 0 publications

Not Just Steering but Weaving: Relevant Knowledge and the Craft of Building Policy Capacity and Coherence

Not Just Steering but Weaving: Relevant Knowledge and the Craft of Building Policy Capacity and Coherence

Evolution and Function of the Notch Signaling Pathway: An Invertebrate Perspective

Cuasimercados, rendición de cuentas e innovación: analizando el caso de las Escuelas Libres en Inglaterra desde la perspectiva de los docentes

Contact Info

Product

Resources

About