| 000 | 01345nam a2200181Ia 4500 | ||
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| 999 |
_c15157 _d15157 |
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| 005 | 20200910093301.0 | ||
| 008 | 181114s9999||||xx |||||||||||||| ||und|| | ||
| 020 | _a9780415464338 | ||
| 040 | _cPK-IsLIS | ||
| 082 |
_a306.43 _bW682 |
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| 100 | _aWillmott,Robert | ||
| 245 | 0 |
_aEducation policy and realist social theory : _bPrimary teachers,child centred philosophy and the new managerialism _c/ Willmott,Robert |
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| 260 |
_bRoutledge _aLondon _c2002 |
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| 300 | _a256 p | ||
| 650 | _aSociology-Education-Policy | ||
| 942 | _cBK | ||
| 505 | 0 | _aI. Establishing the theoretical framework 1. Structure, agency and educational changer : morphogenesis and the need for analytical dualism 2. Culture, organization theory and the new managerialism II. Child-centred philosophy, new managerialism and the English education system : a morphogenetic account 3. Socio-cultural conditioning : plowden, the philosophers and teacher training 4. Socio-cultural interaction : Tyndale, Ruskin and the Black paper years 5. Socio-cultural elaboration : the 1988 education reform act and the new managerialism III. At the managerial chalk face : South side and West side 6. Southside : New managerialism to the rescue 7. Westside : you can run, but you can’t hide IV. Concluding remarks 8. What about the chidren? Some concluding remarks | |