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Over the last 20 years, international attempts to raise educational standards and improve opportunities for all children have accelerated and proliferated. This has generated a state of constant change and an unrelenting flood of initiatives, changes and reforms that need to be ‘implemented’ by schools. In response to this, a great deal of attention has been given to evaluating ‘how well’ policies are realised in practice – implemented! Less attention has been paid to understanding how schools actually deal with these multiple, and sometimes contradictory, policy demands; creatively working to interpret policy texts and translate these into practices, in real material conditions and varying resources – how they are enacted! Based on a long-term qualitative study of four ‘ordinary’ secondary schools, and working on the interface of theory with data, this book explores how schools enact, rather than implement, policy. It focuses on: contexts of ‘policy work’ in schools; teachers as policy subjects; teachers as policy actors; policy texts, artefacts and events; standards, behaviour and learning policies. This book offers an original and very grounded analysis of how schools and teachers do policy. It will be of interest to undergraduate and postgraduate students of education, education policy and social policy, as well as school leaders, in the UK and beyond. Stephen J. Ball is the Karl Mannheim Professor of Sociology of Education in the Department of Educational Foundations and Policy Studies at the Institute of Education, University of London, UK. Meg Maguire is Professor of Sociology of Education in the Department of Education and Professional Studies at King’s College London, UK. Annette Braun is a Lecturer in Sociology in the Sociology Department of City University, London, UK. Foreword or Introduction 1. Beyond implementation –Towards a Theory of Policy Enactment 2. Taking Context Seriously 3. Doing Enactment: People, Culture and Policy Work 4. Policy into Practice 5. Whatever happened to... 6. Policy Enactments – In Theory and Practice

This paper is based on case-study research in four English secondary schools. It explores the pressure placed on English and mathematics departments because of their results being reported in annual performance tables. It examines how English and maths departments enact policies of achievement, the additional power and extra resources the pressure to achieve brings and the possibility of resistance.

Genebank collections preserve many old cultivars with ancient breeding history. However, often, cultivars with synonymous or incorrect names are maintained in multiple collections. Therefore, pomological and genetic characterization is an essential prerequisite for confirming trueness-to-type of cultivars in gene bank collections. In our study, 1442 single sweet cherry (Prunus avium L.) trees of the German Fruit Genebank were evaluated according to their trueness-to-type. For this purpose, pomological analysis was performed, in which the accessions were assigned totheir historical cultivar names. The pomological identifications were based on several historical reference sources, such as fruit references from historical cherry cultivar and fruit-stone collections, as well as historical pomological literature sources. In addition, the cherry trees were genetically analyzed for cultivar identity using 16 SSR markers. Based on pomological characterization and genetic analysis for the majority of the trees (86%), cultivar authenticity could be confirmed. Most markers were highly discriminating and powerful for cultivar identification. The cherry collection showed a high degree of genetic diversity, with an expected heterozygosity He = 0.67. Generally, high genetic admixture between cultivars of different geographic origin and year of origin was obtained after STRUCTURE analysis, demonstrating the extensive exchange of genetic information between cherry cultivars in the collection over time. However, the phylogenetic tree calculated by DARwin reflected the geographic origin of selected cherry cultivars. After parentage analysis with CERVUS, paternity could not be confirmed for three cultivars, indicating the necessity of further pedigree analysis for these cultivars. The results of our study underlined the general importance of evaluating the authenticity of cultivars in genebank collections based on genetic and pomological characterization.

This paper asks the question: to what extent do inspection regimes, particularly the Office for Standards in Education (Ofsted), influence the work of a school, and how might that influence be conceptualised? It draws on an ESRC-funded study of ‘policy enactments in secondary schools’, which was based on case-study work in four ‘ordinary’ schools. Here the data set is re-examined to understand the extent to which Ofsted had an ongoing influence on the work of the leadership, management and teachers in these schools. We undertook a process of secondary analysis of the data from the project and found that the influence of the inspection agenda was strong in the schools, policy decisions were often being made to conform to Ofsted’s expectations and the influence on leadership and management was clearly apparent. In resisting this agenda we also found that schools to some extent performed ‘the good school’ for inspections. Finally, we relate this empirical evidence to conceptions of governmentality and post-panopticism to shed new light on their theoretical relevance to contemporary inspection regimes.

This paper reports on data drawn from an Economic and Social Research Council-funded project investigating the experiences of UK-based students training on level-2 and level-3 childcare courses. We focus on the concept of emotional labour in relation to learning to care for and educate young children and the ways in which the students' experiences of emotional labour and the expectations placed upon their behaviour and attitudes are shaped by class and gender. We consider the ways in which students are encouraged to manage their own and the children's emotions and we identify a number of 'feeling rules' that demarcate the vocational habitus of care work with young children. We conclude by emphasising the importance of specific contexts of employment in order to understand workers' emotional labour and argue for more recognition of the intense demands of emotional labour in early childhood education and care work.

This article draws on case studies of four English schools to explore some of the ways in which trade union representatives in these schools see their roles and the role of their unions in relation to how policy gets done in their schools. The article attempts two things. First, it details and describes some discomforts, oppositions and resistances that are evident in these schools in relation to some of the educational reforms and policy imperatives that are in play. Second, the article connects these empirical instances to an understanding of resistance that embraces subtlety, contingency and contradiction, as well as the elision of accommodations and resistances that can occur, in order to trouble what is sometimes taken as 'a high level of compliance amongst teachers' in neoliberal times.

This paper considers the psychic and social dynamics reported by student teachers when learning to embody their teacher persona in the secondary school environment. Focusing on gender dimensions of embodiment and drawing on qualitative interview data from a UK study of postgraduate teacher-training students, teaching is examined as a physical experience. The paper conceptualises findings under two related headings: the appropriately gendered body, signified by heteronormative readings of gender and sexuality; and the gendered authoritative body, conceptualised as male. The 'teacher body' emerges as an important element of student teachers' stories of trying to fit with the new professional environment and the paper concludes by arguing for a consideration of gender and body politics in the practice and training of teachers, thus challenging the assumption that professional occupations are essentially 'disembodied' and gender neutral.

Drawing on a qualitative study of 32 UK student teachers, this paper asks what constitutes the vocational culture of teaching by exploring contradictory discourses of care and authority as they are presented to, and interpreted by, trainee teachers along their journey to becoming newly qualified teachers. Introducing the concept of 'vocational habitus' in relation to teaching, 'ideal teacher narratives' recounted by respondents are examined and mismatches between the expectations of individuals, institutions and wider policy contexts are explored. The later part of the article focuses specifically on three trainee teachers who struggled more than other research participants with their new roles as teachers. Their experiences suggest that simultaneous and gendered notions of caring and commanding respect can present considerable obstacles for the acquisition of a 'successful' vocational habitus. In light of proposed changes to teacher training in England, this paper argues that for government teacher education policies to be successful, they need to demonstrate an awareness and consideration of these contradictory notions.

This article draws on data from two recently completed Economic and Social Research Council funded projects in order to examine class differences and similarities in choice of school and choice of childcare. The authors argue that there is every reason to believe that in many circumstances, within its particular mechanisms and practices, choice produces specific and pervasive forms of inequity. The processes by which working-class parents in one study chose care settings and schools could be seen as less skilled, less informed, less careful than the decision making of many of the middle-class respondents. However, this is not an argument that the authors advance, noting instead that the practices and meanings of choice are subject to significant social, cultural and economic variations in terms of who gets to choose, who gets their choices, and what, how and why people choose when they are able to. The authors argue that there are alternative sets of priorities in play for the working-class respondents, involving attachments to the communal and the local.

Prediction of the pH-dependent affinity of (RS)-[3H]propranolol to mixed phosphatidylcholine (PhC)/phosphatidylinositol(Phl) membranes from the partitioning in the single lipid liposome/buffer systems. Partition studies in liposome/buffer systems were performed by means of equilibrium dialysis at 37 degrees C between pH 2 and 11 at a molar propranolol to lipid ratio of 10(-6) to 10(-5) in the membrane. Results. The Phl membrane more strongly attracts the protonated (RS)-[3H]propranolol than the neutral solute, i.e. the partition coefficient of the protonated base (Pi) is 17'430+/-1320, P of the neutral compound (Pn) is 3110+/-1650. In the PhC-liposome system Pi is 580+/-17, Pn 1860+/-20. The partition coefficients show an exponential dependence on the molar Phl fraction in mixed liposomes. The partitioning in mixed PhC/Phl membranes is predictable from Pn and Pi in the single lipid liposome systems. The negative charge of biological lipid membranes causes strong electrostatic interactions with positively charged solutes. This strong attraction is not predictable from the octanol/buffer partition system, but it is important regarding drug accumulation in the tissue and drug attraction by certain lipids in the vicinity of membrane proteins.