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"It is a tale that ought t be read by policy makers, researchers, and teachers alike in order to bring into the clear light of debate policies of governments that subject schools to harsh control based on theories imported from the marketplace and deployed through heavy-handed bureaucracy without regard to the teaching profession."

`This book does provide a useful, concise discussion of the legislative background to science in schools from the nineteenth century to the present day' - Colette Murphy, British Journal of Educational Studies

`This book makes a fascinating and compelling read, particularly for anyone who has a professional involvement or interest in the 'National Curriculum'…. For anyone with an interest in teaching science as a professional enterprise this book is a must' - Joe McDowall, School Science Review