‘Scaling up’ educational change: some musings on misrecognition and doxic challenges
Educational policy-makers around the world are strongly committed to the notion of ‘scaling up’. This can mean anything from encouraging more teachers to take up a pedagogical innovation, all the way through to system-wide efforts to implement ‘what works’ across all schools. In this paper, I use Bo...
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| Format: | Article |
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Taylor & Francis
2014
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| Online Access: | https://eprints.nottingham.ac.uk/32455/ |