Abstract
Significant differences in perceptions between teachers in primary and secondary grant-maintained schools are reported and analysed. Parents were more frequently involved in promoting opting-out in primary schools, primary teachers had more favourable attitudes to the grant-maintained school policy and, in primary schools, grant-maintained status delivered improvements in classroom conditions, most notably reduced class size and increased para-professional support in classrooms. The findings are discussed in terms of the management of primary schools, of theorising about reputation management in grant-maintained schools, and of the explicit objectives of the grant-maintained policy. It is further suggested that the evidence provided about grant-maintained primary schools could be used to inject new life into a policy faltering in secondary schools.
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DOI 10.1080/00071005.1996.9974073
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References found in this work BETA

Grant Maintainted Schools: Education in the Market Place.John Fitz, David Halpin & Sally Power - 1994 - British Journal of Educational Studies 42 (2):204-206.
Secondary Teachers at Work.R. J. Campbell & S. R. St J. Neill - 1995 - British Journal of Educational Studies 43 (3):336-336.

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