The international movement of ideas and practices in education and social policy: Crossing boundaries between policy and practice
| dc.contributor.advisor | Ford, Neville J. | |
| dc.contributor.author | Hulme, Robert I. | * |
| dc.date.accessioned | 2013-03-26T14:39:27Z | |
| dc.date.available | 2013-03-26T14:39:27Z | |
| dc.date.issued | 2011-08 | |
| dc.identifier | uk.bl.ethos.569106 | en |
| dc.identifier.citation | Dolowitz, D. P., Hulme, R., Nellis, M., & O'Neill, F. (2000). Policy transfer and British social policy: Learning from the USA? Maidenhead, United Kingdom: Open University Press | en |
| dc.identifier.citation | Hulme, R. (2005). Policy transfer and the internationalisation of social policy. Social Policy and Society 4(4). pp. 417-425 | en |
| dc.identifier.citation | Hulme, R., & Hulme, M. (2005). New Labour's education policy: Innovation or re-invention? In M. Powell, & L. Bauld (Eds.), Social policy review 2005 (pp. 33-50). Bristol, United Kingdom, Polity | en |
| dc.identifier.citation | Hulme, R., (2006). The role of policy transfer is assessing impact of American ideas on British education policy. Global Social Policy, 6(2), pp. 173-195 | en |
| dc.identifier.citation | Hulme, R., & Luchinskaya, E. (2007). Supporting the development of social policy in a Russian university through international online dialogue. In Transactions in Russian and European higher education (pp. 1-11). Frankfurt, Germany: Peter Lang | en |
| dc.identifier.citation | Hulme, R., & Hulme, M. (2008). The global transfer of policy. In N. Yeates (Ed.), Understanding global social policy (pp. 49-71). Bristol, United Kingdom: Policy | en |
| dc.identifier.citation | Hulme, R., & Cracknell, D. (2009). Learning across boundaries: Developing trans-professional understanding through practitioner enquity. In A. Campbell, & S. Groundwater-Smith (Eds.), Connecting inquiry and professional learnign in education: International perspectives and practical solutions (pp. 150-164). Abingdon, United Kingdon: Routledge | en |
| dc.identifier.citation | Hulme, R., & Hulme, M. (2009). The 're-imagining' of evidence under New Labour: Policy and practice in education in uncertain times. Effective Education 1(2), pp. 151-168 | en |
| dc.identifier.uri | http://hdl.handle.net/10034/276045 | |
| dc.description.abstract | This thesis comprises eight publications produced between 2000 and 2009 in addition to a critical review of that work. The review considers the contribution made by the author to the perspectives on policy making offered by the framework of policy transfer and its subsequent applications within global social policy and related sub disciplines. It develops to explore the author's use of critical policy sociology and methodological work in social policy, education and political science in order to enhance existing perspectives on policy transfer. In contrast to rational linear models of decision making, alternative recursive deliberate approaches are suggested throughout this work. The review also considers aspects of the author's work on integrated working or trans-professionalism in the public services. Those aspects of his work on policy theory which illuminate professional learning are critically assessed. | |
| dc.language.iso | en | en |
| dc.publisher | University of Chester | |
| dc.subject | policy making | |
| dc.subject | education | |
| dc.title | The international movement of ideas and practices in education and social policy: Crossing boundaries between policy and practice | |
| dc.type | Thesis or dissertation | |
| dc.publisher.department | University of Chester | en_GB |
| dc.type.qualificationname | PhD | |
| dc.type.qualificationlevel | Doctoral | en |
| atmire.accessrights | ||
| html.description.abstract | This thesis comprises eight publications produced between 2000 and 2009 in addition to a critical review of that work. The review considers the contribution made by the author to the perspectives on policy making offered by the framework of policy transfer and its subsequent applications within global social policy and related sub disciplines. It develops to explore the author's use of critical policy sociology and methodological work in social policy, education and political science in order to enhance existing perspectives on policy transfer. In contrast to rational linear models of decision making, alternative recursive deliberate approaches are suggested throughout this work. The review also considers aspects of the author's work on integrated working or trans-professionalism in the public services. Those aspects of his work on policy theory which illuminate professional learning are critically assessed. | |
| dc.rights.usage | The full-text may be used and/or reproduced in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-profit purposes provided that: - A full bibliographic reference is made to the original source - A link is made to the metadata record in ChesterRep - The full-text is not changed in any way - The full-text must not be sold in any format or medium without the formal permission of the copyright holders. - For more information please email researchsupport.lis@chester.ac.uk |
