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This text presents an informative overview of Conservative-led education policy over the last 14 years. The book provides a broad and detailed picture of the developing education landscape in England during this period, highlighting the transformational and sometimes 'radical' reforms that the country has seen.
List of contents
1. 2010-2024: An era of change for education policy in England
Rebecca Morris and Thomas PerrySection I - Restructuring and Governing the System2. School governance in England from 2010 to 2024: Academies, maintained schools and the changing roles of central and local government
Anne West, David Wolfe and Basma B. Yaghi3. Policy gymnastics: The case of multi-academy trusts
Toby Greany, Eleanor Bernardes and Helen Angell4. Biopolitics and academisation
Helen M. Gunter5. Free schools in England: Standards, social justice and policy evolution
Rebecca Morris6. The grammar school system in England and its potential impacts on educational effectiveness
Binwei Lu and Xin Shao7. Ofsted inspection policy in England 2010-2024: Despair and complacency at both extremes of the school performance distribution
Bernardita Munoz-ChereauSection II - Teaching Policy, Practice and Professionalism8. Policy enactment theory in ECEC settings: A lens to better understand professional confidence?
Lewis Fogarty and Kate Hoskins9. The importance of teaching - policy on teaching and pedagogy 2010-2024
Daniel Muijs10. The evolution of initial teacher training and education (ITTE) in England (2010-2024)
Sarah Emmerson11. Exploring education policy and reform in England (2010-2024) and the early career framework: The unfolding of an education 'market' for teacher development
Tanya Ovenden-Hope and Holly Kirkpatrick12. Evidence-informed policy and practice: Where next?
Steve HigginsSection III - Confronting the Challenges of Inclusion and Inequality13. The pupil premium: A policy that changed the education landscape in England
Sally Riordan14. Fifteen years of pupil premium policy in England
Nadia Siddiqui and Stephen Gorard15. Tolerating the intolerable: Fundamental British values
Ümit Kemal Y¿ld¿z
and Vini Lander16. Project 'neutrality': Counter-Extremism, political impartiality and schooling
Reza Gholami17. Challenging the absence of race and racism in understanding the black achievement gap in schools
Uvanney Maylor18. The complexity of education policy for pupils with special educational needs and disabilities: Issues and prospects in England
Brahm Norwich19. England's education policy response to the disruption of the covid-19 pandemic
Jake AndersSection IV - Steering and Transforming Curriculum and Assessment20. The ecology of curriculum policy: A tale of two curricula ... and a more meaningful approach to understanding curriculum
Joseph Smith and Mark Priestley21. Early childhood education policy in England since 2010: An overview
Michael Jopling, Sally Riordan and Lesleann Whiteman22. Parity-of-participation? Children's comments on the primary national curriculum and assessment in England from 2014 and into the future
Eleanore Hargreaves23. GCSE reform in England: An overview and critical analysis of policy since 2010
Michelle Meadows and Stuart Cadwallader24. The English Baccalaureate (EBacc): A critical review of the impact of the EBacc and associated curriculum and accountability reforms on schools, students and teachers
Emma Towers, Sharon Gewirtz, Meg Maguire and Eszter Neumann25. The recurrence of reform in English vocational education: The case of T levels
Kevin Orr and Rachel Terry26. Fourteen years of English education policy (2010-2024)
Thomas Perry and Rebecca Morris
About the author
Rebecca Morris is an Associate Professor in the School of Education, Learning and Communication Sciences, University of Warwick. Her research interests include education and social policy, educational disadvantage and inequalities, the teaching workforce, and English/literacy.
Thomas Perry is an Associate Professor in the School of Education, Learning and Communication Sciences, University of Warwick. His research and teaching focuses on advancing and connecting education research, policy and practice. This includes research into current policy and practical questions, along with methodological work.
