DIANE DALBY Diane.Dalby@nottingham.ac.uk
Assistant Professor
Mathematics education policy enactment in England’s Further Education Colleges
Dalby, Diane; Noyes, Andrew
Authors
ANDREW NOYES ANDREW.NOYES@NOTTINGHAM.AC.UK
Professor of Education
Abstract
England’s Further Education (FE) sector is in permanent flux with policy interpretations and translations taking place at multiple levels within increasingly large and complex multi-site organizations. Devolved responsibility gives managers considerable influence in policy enactment processes which can lead to within-college tensions between vocational and mathematics teachers. This paper examines two within-college policies affecting students’ mathematics learning opportunities: 1) subject choice, and 2) examination entry levels. These policies have produced inequitable opportunities for students on different vocational study programmes. Given the strategic importance of improving mathematics education, this paper explains how multiple actors and structures interact in the enactment of policy in complex FE college settings. Such understandings are needed to inform better policy design and implementation that in turn can improve mathematics education in Further Education colleges in England.
Citation
Dalby, D., & Noyes, A. (2018). Mathematics education policy enactment in England’s Further Education Colleges. Journal of Vocational Education and Training, 70(4), 564-580. https://doi.org/10.1080/13636820.2018.1462245
Journal Article Type | Article |
---|---|
Acceptance Date | Apr 4, 2018 |
Online Publication Date | Apr 26, 2018 |
Publication Date | Apr 26, 2018 |
Deposit Date | Apr 10, 2018 |
Publicly Available Date | Oct 27, 2019 |
Journal | Journal of Vocational Education and Training |
Print ISSN | 1363-6820 |
Electronic ISSN | 1747-5090 |
Publisher | Taylor and Francis |
Peer Reviewed | Peer Reviewed |
Volume | 70 |
Issue | 4 |
Pages | 564-580 |
DOI | https://doi.org/10.1080/13636820.2018.1462245 |
Keywords | policy enactment; mathematics; further education |
Public URL | https://nottingham-repository.worktribe.com/output/928645 |
Publisher URL | https://www.tandfonline.com/doi/full/10.1080/13636820.2018.1462245 |
Additional Information | This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Vocational Education & Training on 26/04/2018, available online: http://www.tandfonline.com/10.1080/13636820.2018.1462245 |
Contract Date | Apr 10, 2018 |
Files
Mathematics education policy enactment 2018.pdf
(318 Kb)
PDF
You might also like
Locating mathematics within post-16 vocational education in England
(2015)
Journal Article
The professional identity of mathematics teachers in Further Education
(2017)
Journal Article
Using digital technology to enhance formative assessment in mathematics classrooms
(2018)
Journal Article
Connecting mathematics teaching with vocational learning
(2015)
Journal Article
The connections and contradictions in student responses to contextualised tasks
(2014)
Journal Article
Downloadable Citations
About Repository@Nottingham
Administrator e-mail: discovery-access-systems@nottingham.ac.uk
This application uses the following open-source libraries:
SheetJS Community Edition
Apache License Version 2.0 (http://www.apache.org/licenses/)
PDF.js
Apache License Version 2.0 (http://www.apache.org/licenses/)
Font Awesome
SIL OFL 1.1 (http://scripts.sil.org/OFL)
MIT License (http://opensource.org/licenses/mit-license.html)
CC BY 3.0 ( http://creativecommons.org/licenses/by/3.0/)
Powered by Worktribe © 2024
Advanced Search