Restrictive and expansive policy learning – challenges and strategies for knowledge exchange in upper secondary education across the four countries of the UK

Hodgson, Ann; Spours, Ken

doi:10.1080/02680939.2015.1132012

Cited by 21 publications

(31 citation statements)

References 22 publications

(15 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Policy borrowing is not neutral as it is a highly pollical, and politicised, process (Hodgson and Spours, 2016). Central to policy borrowing are key relational considerations such as 1 See also the Trends in International Mathematics and Science Survey (TIMSS) 2 This target required a 59 point improvement from 495 to 554 with the highest PISA score for maths in Europe being Liechtenstein 535, and globally South Korea 554.…”

Section: Borrowing Policy Enacting Policymentioning

confidence: 99%

“…A with policy borrowing not being neutral, nor does not happen by accidentpolicy borrowing is both a conscious and focused act (Philips and Ochs, 2004). Policy borrowing is specifically concerned with one outcome, that is, taking what is the 'best' from one setting and implementing it into one's own context for improvement (Hodgson and Spours, 2016). The crucial point here is the notion of 'best'.…”

Section: Borrowing Policy Enacting Policymentioning

confidence: 99%

See 1 more Smart Citation

Neither a borrower nor a lender be: exploring ‘teaching for mastery’ policy borrowing

Clapham

Vickers

2018

Oxford Review of Education

View full text Add to dashboard Cite

This paper examines an instance of policy borrowing, specifically, the borrowing of 'mathematics mastery'. In doing so, it considers some of the implications of parachuting policy from one setting into another. The process of borrowing mastery is examined not only as a policy technology, but also as a culturally located artefact embedded in the 'high performing' education systems of Shanghai and Singapore. Drawing on empirical evidence, the paper maps how teachers working in the East Midlands region of England borrowed, and enacted, mastery. Data suggests that the cultural 'baggage' implicit in mastery rendered it, at times, in conflict with structures inherent the English education system. The paper concludes by suggesting that the teachers' attempts to enact mastery reported here, reveal some of the fundamental consequences inherent in policy borrowing. Consequences with, in this case at least, significant implications for the English education system at both the micro and macro levels.

show abstract

Section: Borrowing Policy Enacting Policymentioning

confidence: 99%

Section: Borrowing Policy Enacting Policymentioning

confidence: 99%

Neither a borrower nor a lender be: exploring ‘teaching for mastery’ policy borrowing

Clapham

Vickers

2018

Oxford Review of Education

View full text Add to dashboard Cite

show abstract

“…Other parts of the UK such as Wales and Scotland have been moving away from this and developing fundamentally different educational policies. 5In their comparative study of the four nations which make up the United Kingdom, Hodgson and Spours (2016) comment upon a rejection of educational policies from south of the border both on educational and political grounds -'"not the Scottish way"' (518) -but also on the basis of the historical, egalitarian philosophy of Scottish education which saw the 'lad o'pairts' (Gatherer 2013) make his way in life.…”

Section: Translation -Policy Into Practice -Tensions Potential Diffimentioning

confidence: 99%

Closing the attainment gap – a realistic proposition or an elusive pipe-dream?

Mowat

2017

Journal of Education Policy

View full text Add to dashboard Cite

The attainment gap associated with socio-economic status is an international problem that is highly resistant to change. This conceptual paper critiques the drive by the Scottish Government to address the attainment gap through the Scottish Attainment Challenge and the National Improvement Framework. It draws upon a range of theoretical perspectives but principally examines the problem through the lens of Steiner- Khamsi’s (2014) concepts of ‘reception’ and ‘translation’ of policy and through examination of the international and national (Scottish) policy contexts. The paper argues that, rather than focussing narrowly upon attainment outcomes, an holistic approach should be adopted which takes account of the economic, social and relational constraints which impact upon families in poverty, calling for a systems-level approach. ‘Schools cannot go it alone’: there is a need to focus upon a wide range of public policy to redress inequalities in society. Whilst the Scottish Government has looked to the London/City/National Challenge as a potential solution to the problem, the complexities and limitations of policy borrowing need to be understood. Higher Education Institutions, government agencies, local authorities and schools need to work in partnership to develop research informed practice which will impact upon learning outcomes for all children and young people

show abstract

“…The concept of 'restrictive-expansive' approaches to policy and governance plays a central organising role in a recent JEP article on policy borrowing and policy learning across the four countries of the UK (Hodgson and Spours 2016). Our formulation of this continuum was inspired by the work of Fuller and Unwin (2003, 2004, 2016a, 2016b and in this corrigendum, we wish to make more clear these intellectual origins.…”

Section: The Contextmentioning

confidence: 99%

The concepts of ‘expansive and restrictive’ and ‘restrictive and expansive’ continua: a clarification in relation to a recent article in theJournal of Education Policy

Hodgson¹,

Spours²

2016

Journal of Education Policy

Self Cite

View full text Add to dashboard Cite

Restrictive and expansive policy learning – challenges and strategies for knowledge exchange in upper secondary education across the four countries of the UK

Cited by 21 publications

References 22 publications

Neither a borrower nor a lender be: exploring ‘teaching for mastery’ policy borrowing

Neither a borrower nor a lender be: exploring ‘teaching for mastery’ policy borrowing

Closing the attainment gap – a realistic proposition or an elusive pipe-dream?

The concepts of ‘expansive and restrictive’ and ‘restrictive and expansive’ continua: a clarification in relation to a recent article in theJournal of Education Policy

Contact Info

Product

Resources

About