ABSTRACT

In the previous two chapters we illustrated how involvement in the network led schools to make changes that could be related, by and large, to inclusive values. Whether or not they managed to do this was complicated by a need to separate an inclusive view of student achievements from the narrow view of the standards agenda. Some of the activities in which schools engaged within the network involved relatively straightforward actions designed to increase the attainments of particular groups of students within a framework prescribed by government. In other cases, the activities involved a much deeper process

of questioning the assumptions that guided practice and could be seen as parallel to and, to some extent, in tension with the requirements of the standards agenda.