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Reforming Teachers and Uncompromising 'Standards': implications for social justice in schools

George, Rosalyn P. and Clay, John. 2008. Reforming Teachers and Uncompromising 'Standards': implications for social justice in schools. FORUM, 50(1), p. 103. ISSN 0963-8253 [Article]

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Abstract or Description

As a major consumer of public funds education has become one of the most highly surveilled and accountable professions in the United Kingdom. In this article the authors chart the changes and reforms to teacher training and in particular the impact of the ‘standards’ agenda on the teaching profession. They analyse the impact that the Teacher Development Agency (formally the Teacher Training Agency) and the Every Child Matters agenda has had on the promotion of an agenda for social justice and equality in schools.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.2304/forum.2008.50.1.103

Keywords:

Teacher Development Agency, Standards, Survelliance, Teacher Education, Education Policy

Departments, Centres and Research Units:

Educational Studies

Dates:

DateEvent
2008Published

Item ID:

4645

Date Deposited:

23 Nov 2010 13:42

Last Modified:

27 Jun 2017 09:09

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/4645

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