Radical Reforms

Dr Christopher Chapman is a Reader in Educational Leadership and School Improvement in the School of Education at the University of Manchester. Professor Helen Gunter is Chair of Educational Policy, Leadership and Management in the School of Education at the University of Manchester.

Review 1This book will contain all new material and it is focussed on an issue that is relevant, current and contestable. The work will be founded on a rich body of evidence drawn from an extensive research program. It will be a welcome addition to the field that ought to be "de rigeur" reading for policy makers, leaders and students of policy in England and internationally.The scholarship is likely to be high quality. I am familiar with the work of Christopher Chapman and his scholarship is exemplary. The contributing authors are well respected in the field.Review 2I would judge the scholarship to be on a range from excellent to adequate. The proposal is for an edited book and there is bound to be some variation in experience but given the editors these should be confined to the range indicated.The conceptual frame for this proposal is good. The aims and rationale are strong and clear. This book is likely to be bought by participants on masters and advanced courses of professional study, as well as by other academics.Review 3The international relevance of examining educational policy in the UK is explained well in the proposal, but it does not come across clearly in the individual chapter outlines. It will be important for contributors to address international implications of UK education reforms. A lot of international readers will still be concerned with the impact of decentralisation and the challenges presented by devolution of financial responsibility. I wonder if aspects of this could be included? The introductory chapter would be the best place, but that chapter seems over full already.The two international contributors, Andy Hargreaves and John Smyth do not seem to be adding very much although they have enormous potential to do so. Would it be better if they wrote separate chapters rather than being partnered by one of the editors? For example the opening chapter which is ostensibly written with Andy Hargreaves contains a lot of different things including the introduction of the rest of the book. Could the editors consider separating out the practical aspects of stating aims and purpose and outlining the structure of the book and leave Andy Hargreaves to author the first substantive chapter setting the international tone for the rest of the book? The final chapter is probably easier to co-author. Presumably Helen as editor will be drawing out major themes and learning and John Smyth will comment on them.[The above comments have all been addressed in the final cut – AC]

• 1. A decade of New Labour reform of education 2. 3. Accountability for Improvement 4. Raising Standards 5. Control and Response in primary school teacher's work 6. School Leaders 7. Re-modelling and Distributed Leadership 8. Initial Teacher Education 9. New Provisions of Schooling 10. Networking a more equitable educational future? 11. Personalized Learning 12. Swing, Swing Together: Multi-Agency work in the new children's services 13. New Labour and breaking the education and poverty link 14. Using research to foster inclusion and equity within the context of New Labour education reforms 15. Debating New Labour Education Policy 16. Another decade of reform?