Should we trust teachers’ choice of textbooks or defer to the DfE?

Singapore’s success suggests a top-down approach should be led by the grassroots

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UK teachers use textbooks far less than their peers in countries that top education league tables, but appear to have a lot more say over which texts are chosen. However, in recent years the government has stepped up efforts to exert more influence in this area. 

The Department for Education, for example, is providing match-funding for certain books as part of a £41 million programme to import East Asian maths-mastery methods and textbooks. 

This has left teachers with a very restricted choice – so far, only one maths-mastery textbook has been granted DfE approval for match-funding.

But ...

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