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Disentangling Policy Intentions, Educational Practice and the Discourse of Quantification: Accounting for the Policy of "Payment by Results" in Nineteenth-Century England.

First Author: Moss, G

Attributed to: Literacy attainment, data and discourse from the mid-19th century to the present day: a sociological account using mixed methods research funded by ESRC

Abstract

No abstract provided

Bibliographic Information

Type: Book Chapter

Book Title: Literacy as Numbers: Researching the politics and practices of international literacy assessment. (2015)

Page Reference: 75-92

ISBN: 9781107525177