Abstract
Education stakeholders must make sense of the policy approaches within which schools are officially called to be run. Key decisions must be made relating to the interpretation and implementation of policy directives and agendas—combining the stakeholders’ personal values, perceptions, context and resources. Understanding how policies manifest, their aim, their impact on pedagogy and consequences are all paths central to educational leadership, teaching and policy analysis processes alike.
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References
Bell, L., & Stevenson, H. (2006). Education policy: Process, themes and impact. London: Routledge.
Ozga, J. (2000). Policy research in educational settings: Contested terrain. Buckingham: Open University Press.
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Jones, T. (2013). Introduction. In: Understanding Education Policy. SpringerBriefs in Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6265-7_1
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DOI: https://doi.org/10.1007/978-94-007-6265-7_1
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Publisher Name: Springer, Dordrecht
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