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• W2087889279 abstract "The study in this article involved a critical discourse analysis of five policy documents in relation to a curriculum reform proposed for lower secondary education in the Republic of Ireland. It examined the (re)positioning of governance in relation to curriculum and teacher education. Findings indicate a predominant clinical discourse closely aligned to a global imaginary and largely directed toward individual learners within a stratification of schools as ‘adventurous’, ‘exploratory’ and ‘cautious’ schools. The study raises important questions about the future of teachers' and school leaders' work practices and autonomy within a discourse of evidence-based teaching, teacher training and surveillance." @default.
• W2087889279 created "2016-06-24" @default.
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• W2087889279 date "2014-01-01" @default.
• W2087889279 modified "2023-09-25" @default.
• W2087889279 title "The Neo-Liberal Turn in Understanding Teachers' and School Leaders' Work Practices in Curriculum Innovation and Change: A Critical Discourse Analysis of a Newly Proposed Reform Policy in Lower Secondary Education in the Republic of Ireland" @default.
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• W2087889279 doi "https://doi.org/10.2304/csee.2014.13.3.185" @default.
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