Showing papers in "British Journal of Educational Studies in 1994"
TL;DR: The discipline and practice of qualitative research have been extensively studied in the literature as discussed by the authors, including the work of Denzin and Denzin, and their history in sociology and anthropology, as well as the role of women in qualitative research.
Abstract: Introduction - Norman K Denzin and Yvonna S Lincoln The Discipline and Practice of Qualitative Research PART ONE: LOCATING THE FIELD Qualitative Methods - Arthur J Vidich and Stanford M Lyman Their History in Sociology and Anthropology Reconstructing the Relationships between Universities and Society through Action Research - Davydd J Greenwood and Morten Levin For Whom? Qualitative Research, Representations and Social Responsibilities - Michelle Fine et al Ethics and Politics in Qualitative Research - Clifford G Christians PART TWO: PARADIGMS AND PERSPECTIVES IN TRANSITION Paradigmatic Controversies, Contradictions and Emerging Confluences - Yvonna S Lincoln and Egon G Guba Three Epistemological Stances for Qualitative Inquiry - Thomas A Schwandt Interpretivism, Hermeneutics and Social Constructionism Feminisms and Qualitative Research at and into the Millennium - Virginia L Olesen Racialized Discourses and Ethnic Epistemologies - Gloria Ladson-Billings Rethinking Critical Theory and Qualitative Research - Joe L Kincheloe and Peter McLaren Cultural Studies - John Frow and Meaghan Morris Sexualities, Queer Theory and Qualitative Research - Joshua Gamson PART THREE: STRATEGIES OF INQUIRY The Choreography of Qualitative Research Design - Valerie J Janesick Minuets, Improvisations and Crystallization An Untold Story? Doing Funded Qualitative Research - Julianne Cheek Performance Ethnography - Michal M McCall A Brief History and Some Advice Case Studies - Robert E Stake Ethnography and Ethnographic Representation - Barbara Tedlock Analyzing Interpretive Practice - Jaber F Gubrium and James A Holstein Grounded Theory - Kathy Charmaz Objectivist and Constructivist Methods Undaunted Courage - William G Tierney Life History and the Postmodern Challenge Testimonio, Subalternity and Narrative Authority - John Beverley Participatory Action Research - Stephen Kemmis and Robin McTaggart Clinical Research - William L Miller and Benjamin F Crabtree PART FOUR: METHODS OF COLLECTING AND ANALYZING EMPIRICAL MATERIALS The Interview - Andrea Fontana and James H Frey From Structured Questions to Negotiated Text Rethinking Observation - Michael V Angrosino and Kimberly A Mays de Perez From Method to Context The Interpretation of Documents and Material Culture - Ian Hodder Re-Imagining Visual Methods - Douglas Harper Galileo to Neuromancer Auto-Ethnography, Personal Narrative, Reflexivity - Carolyn Ellis and Arthur P Bochner Researcher as Subject Data Management and Analysis Methods - Gery W Ryan and H Russell Bernard Software and Qualitative Research - Eben A Weitzman Analyzing Talk and Text - David Silverman Focus Groups in Feminist Research - Esther Madriz Applied Ethnography - Erve Chambers PART FIVE: THE ART AND PRACTICES OF INTERPRETATION, EVALUATION AND REPRESENTATION The Problem of Criteria in the Age of Relativism - John K Smith and Deborah K Deemer The Practices and Politics of Interpretation - Norman K Denzin Writing - Laurel Richardson A Method of Inquiry Anthropological Poetics - Ivan Brady Understanding Social Programs through Evaluation - Jennifer C Greene Influencing the Policy Process with Qualitative Research - Ray C Rist PART SIX: THE FUTURE OF QUALITATIVE RESEARCH Qualitative Inquiry - Mary M Gergen and Kenneth J Gergen Tensions and Transformations The Seventh Moment - Yvonna S Lincoln and Norman K Denzin Out of the Past
26,318 citations
TL;DR: Over 1,200 entries, structured alphabetically, organized thematically around the following 22 major educational themes are presented in this article : History and Historiography of Education. Curriculum. Instructional Psychology. Social Science and Policy and Planning. Teacher Education. Comparative and International Education. Educational Evaluation.
Abstract: Over 1,200 entries, structured alphabetically, organized thematically around the following 22 major educational themes. Adult Education. Anthropology. Comparative and International Education. Curriculum. Economics of Education. Educational Administration. Educational Evaluation. Educational Research, Methodology, and Measurement. Educational Technology. Girls and Women in Education. History and Historiography of Education. Human Development. Instructional Psychology. Philosophy of Education. Policy and Planning. Preschool Education. Sociology of Education. Special Needs Education. Systems of Education. Teaching. Teacher Education. Vocational Education and Training.
1,335 citations
TL;DR: In this article, the authors present the tradition of Catholic schools research past and present and present INSTITUTIONAL ANALYSIS Classroom Life Curriculum and Academic Organization Communal Organization Governance DIVERSITY AMONG CATHOLIC SCHOOLS The Transition to High School Variations in Internal Operations Single-Sex versus Coeducational Schools EFFECTS The Impact of Academic Organization The impact of Communal Organisation IMPLICATIONS Catholic Lessons for America's Schools Epilogue: The Future of Catholic High Schools
Abstract: Preface Prologue CONTEXT The Tradition of Catholic Schools Research Past and Present INSTITUTIONAL ANALYSIS Classroom Life Curriculum and Academic Organization Communal Organization Governance DIVERSITY AMONG CATHOLIC SCHOOLS The Transition to High School Variations in Internal Operations Single-Sex versus Coeducational Schools EFFECTS The Impact of Academic Organization The Impact of Communal Organization IMPLICATIONS Catholic Lessons for America's Schools Epilogue: The Future of Catholic High Schools Notes References Index
674 citations
TL;DR: Otto Peters, Fern Universitat, Germany Randy Garrison, University of Calgary, Canada Peter Jarvis and University of Surrey, UK Erling Ljosa, Oslo, Norway Desmond Keegan, Dublin, Ireland, Louise Sauve, Quebec, Canada Chere Gibson, Wisconsin, USA, Ted Nunan, Adelaide, Australia Gary Boyd, Concordia University, Montreal Tony Bates, Vancouver, Canada/The Open University, UK Grevill Rumble, The Open University.
Abstract: Otto Peters, Fern Universitat, Germany Randy Garrison, University of Calgary, Canada Peter Jarvis, University of Surrey, UK Erling Ljosa, Oslo, Norway Desmond Keegan, Dublin, Ireland, Louise Sauve, Quebec, Canada Chere Gibson, Wisconsin, USA Cheryl Amundsen, McGill University, Montreal, Canada Ted Nunan, Adelaide, Australia Gary Boyd, Concordia University, Montreal Tony Bates, Vancouver, Canada/The Open University, UK Grevill Rumble, The Open University, UK Bernadetto Vertecchi, University of Rome, Italy Michael Moore, Pennsylvania, USA
373 citations
TL;DR: Higher education policy in international perspective: an overview (L. Goedegebuure, F. Kaiser, P. Maassen, E. de Weert, L. Meek) as mentioned in this paper.
Abstract: Higher education policy in international perspective: an overview (L. Goedegebuure, F. Kaiser, P. Maassen, E. de Weert). Higher education policy in Australia (L. Meek). Higher education policy in Califomia (W. Fox). Higher education policy in Denmark (P. Bache, P. Maassen). Higher education policy in France (F. Kaiser, G. Neave). Higher education policy in Germany (E. Frackman, E. de Weert). Higher education policy in Japan (A. Arimoto, E. de Weert). Higher education policy in the Netherlands (L. Goedegebuure, F. Kaiser, P. Maassen, E. de Weert). Higher educational policy in Ontario (G. Jones). Higher education policy in Sweden (G. Svanfeldt). Higher education policy in Switzerland (K. Weber). Higher education policy in the United Kingdom (J. Brennan, T. Shah). International perspectives on trends and issues in higher education policy (L. Goedegebuurre, F. Kaiser, P. Maassen, L. Meek, F. Van Vught, E. de Weert).
174 citations
167 citations
TL;DR: Art and design business management engineering bodies humanities and social science sciences sciences and mathematics teacher education professional bodies as discussed by the authors have made their recommendations for teachers education professional body recommendations, including the following:
Abstract: Art and design business management engineering bodies humanities and social science sciences and mathematics teacher education professional bodies recommendations
161 citations
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136 citations
TL;DR: The authors argue that education policy sociology, as presently constituted, is limited in its theoretical, disciplinary and strategic concerns, and they urge those working in the field to establish a more critical social scientific approach to their work through increased engagement with feminist and antiracist literature.
Abstract: This paper argues that education policy sociology, as presently constituted, is limited in its theoretical, disciplinary and strategic concerns. Specifically, it urges those working in the field to establish a more critical social scientific approach to their work through increased engagement with feminist and antiracist literature.
121 citations
TL;DR: In this article, the authors consider how parents decide upon a secondary school and the nature of their engagement with the education market using key writings in the sociology of consumption and consumerism.
Abstract: Using key writings in the sociology of consumption and consumerism and analyses of the nature of postmodern society, this paper considers how parents decide upon a secondary school and the nature of their engagement with the education market.
89 citations
TL;DR: In this paper, a brief guide to implementation research and some of the conceptual and methodological issues raised by the 1988 Education Reform Act is presented. But it does not consider the issues posed for education policy studies in a context where the "centre" is connected to a dispersed and differentiated periphery.
Abstract: This paper offers a brief guide to implementation research and some of the conceptual and methodological issues it raises. In the course of reviewing investigations of the import of aspects of the 1988 Education Reform Act, it also considers the issues posed for education policy studies in a context where the ‘centre’ is connected to a dispersed and differentiated periphery.
TL;DR: The grant-maintained schools and the great reform of education as discussed by the authors, the uptake of the policy local education authorities and opting out, pupils and parents opting out and the education marketplace - two case studies self-governance, diversity and developments.
Abstract: Grant-maintained schools and the great reform of education the grant-maintained schools policy the uptake of the policy local education authorities and opting out going grant-maintained experiencing grant-maintained schools - pupils and parents opting out and the education marketplace - two case studies self-governance, diversity and developments.
TL;DR: In this paper, the authors move towards the comprehension of education policy processes and change in terms of an expanded sociology of education policies that studies policy networks and employs new perspectives on governance, and comment upon a perceptible conceptual convergence between education policy research and more general policy studies.
Abstract: The aim of this article is to move towards the comprehension of education policy processes and change in terms of an expanded sociology of education policy that studies policy networks and employs new perspectives on governance. It comments upon a perceptible conceptual convergence between education policy research and more general policy studies.
TL;DR: In this paper, the costs of provision of resources in the private or public sector are discussed, as well as the performance indicators of the graduate labour market and the labour market for Educators.
Abstract: Introduction - Human Capital - Rates of Return - Human Resource Needs - Private or Public Sector? - The Costs of Provision - Auctions, Vouchers and Loans - Universities as Multi-product Firms - Performance Indicators - The Graduate Labour Market - The Labour Market for Educators - Conclusion
TL;DR: The authors describes the tension that exists between the views of learning as a means of knowledge transfer and the alternative idea that it is socially situated and not separable from the activities in which it is developed.
Abstract: This article describes the tension that exists between the views of learning as a means of knowledge transfer and the alternative idea that it is socially situated and not separable from the activities in which it is developed. It concludes that the ‘authentic practices’ of particular academic domains should be employed in schools to encourage learning rather the culture of schooling itself.
TL;DR: In this article, the process of reflection is analysed into three components: an ego-driven purpose, a restructuring capability, and a transforming perspective, and different types of reflection are argued to be instances of cognitive restructuring determined by purpose and by context.
Abstract: The process of reflection is analysed into three components ‐an ego‐driven purpose, a restructuring capability, and a transforming perspective. Different types of reflection are argued to be instances of cognitive restructuring determined by purpose and by context. Procedures for resolving contradictions in the literature concerning ways in which ‘reflective teaching’ can be fostered are also suggested. It is argued that adopting any single model of ‘reflective practice’ can be unnecessarily restrictive given the ubiquity of the reflective process. Finally, the danger of claiming too much for a ‘reflective practitioner’ model is set beside clear benefits gained from promoting it.
TL;DR: The authors examines what can be learnt from analysing attempts to give lay people more involvement in the administration of state schools and argues that some of these changes can best be characterised as attempts to increase the democratic participation of citizens in the running of schools.
Abstract: This paper examines what can be learnt from analysing attempts to give lay people more involvement in the administration of state schools Although devolving more responsibility to schools and lay governors has been an important feature of school reform in several countries, it is not immediately apparent if this shift is the product of globally similar social and political forces or nationally specific cultural, ideological and economic factors In considering this issue, the paper describes recent changes in school governance in England, New Zealand, USA, Scotland and Catalunya, Spain It is argued that some of these changes can best be characterised as attempts to increase the democratic participation of citizens in the running of schools Other changes, however, seem rather to represent on attempt to bring the culture of business to schools and reduce the power of professional educators over education
TL;DR: In this paper, four models for describing and analysing the role of teachers in the formulation of educational policy and the resulting processes of change are outlined. And the applicability of these models is considered in the context of contemporary educational changes.
Abstract: Four models are outlined for describing and analysing the role of teachers in the formulation of educational policy and the resulting processes of change. The model of teachers as partners in education policy making draws on a pluralist view of political processes and an assumption of a degree of autonomy for teachers and schools. A model of teachers as implementers of change draws a sharp distinction between the processes of policy making and policy execution and excludes teachers from an involvement in the former. A model of teachers as resisting change has been put forward both by those most opposed to and those most supportive of current educational policy developments. Finally, a model of teachers as policy makers in practice is proposed to describe the way in which the reality of teaching situations can lead to the independent actions of individual teachers having systematic policy effects. The applicability of these models is considered in the context of contemporary educational changes dr...
TL;DR: The role of subject knowledge in the early years of primary education has been discussed in this article, with a focus on the early stages of the development of the subject knowledge and the role of the teacher's knowledge.
Abstract: Overview of advances in understanding of learning and teaching of subject knowledge - Carol Aubrey Subject knowledge - The case for English - Linda Thompson Knowledge about drama - Peter Millward Can teachers use and make more explicit their knowledge of how writing works to help children become writers? - Deirdre Pettitt Construction of Mathematics in the early years - Carol Aubrey The challenge of science - Rosemary Feasey Teaching History in the infant classroom - Deirdre Pettitt A sense of place: Geography/Environmental education in the early years - JoyPalmer "I can't teach Music, so we just sing" - Coral Davies Teachers' understanding of children's drawing - Jennifer Buckham Physical Education as a specialist subject - Pauline Wetton Subject knowledge in the early years - The case of Religious Education - David Day and Elizabeth Ashton The role of subject knowledge - Carol Aubrey.
TL;DR: This paper provided examples of this bias in newspaper reportage based on a case study of an annual teacher union conference and journalists' different interpretations of events generally, showing that middle-market tabloid newspapers in Britain help to shape a perception of teachers and state schools that is mostly negative and derisory.
Abstract: The middle‐market tabloid newspapers in Britain help to shape a perception of teachers and state schools that is mostly negative and derisory. This article provides examples of this bias in newspaper reportage based on a case study of an annual teacher union conference and journalists’ different interpretations of events generally.
TL;DR: In this paper, at the cross-road: education policy studies British Journal of Educational Studies: Vol 42, Special Edition: Education Policy Studies, pp 1-5, 1994.
Abstract: (1994) Guest editorial: At the cross‐roads: Education policy studies British Journal of Educational Studies: Vol 42, Special Edition: Education Policy Studies, pp 1-5
TL;DR: Young Europeans - Tricia David Nursery Education in Belgium - Jacqueline Andries and TriciaDavid Provision for Pre-school Children in Denmark - Karin Vilien Pre-School Education in France - Madeleine Goutard Early Childhood Education and Care in Germany - Hedi Colberg-Schrader and Pamela Oberhuemer Pre-Primary Education in Italy - Lucio Pusci Provision for pre-school children in Spain - Teresa Aguado Odina Early Childhood Care and Education in Sweden - Monica Bergman Educating Children under 5 in the UK - Trici David
Abstract: Young Europeans - Tricia David Nursery Education in Belgium - Jacqueline Andries and Tricia David Provision for Pre-School Children in Denmark - Karin Vilien Pre-School Education in France - Madeleine Goutard Early Childhood Education and Care in Germany - Hedi Colberg-Schrader and Pamela Oberhuemer Pre-Primary Education in Italy - Lucio Pusci Provision for Pre-School Children in Spain - Teresa Aguado Odina Early Childhood Care and Education in Sweden - Monica Bergman Educating Children under 5 in the UK - Tricia David Overview - Tricia David Issues and Implication
TL;DR: In this paper, Detterman et al. discuss the relationship between intelligence and giftedness and conclude that intelligence is one and the same as genius. But they do not discuss the role of gender in the development of gifted individuals.
Abstract: Partial table of contents: Giftedness and Intelligence: One and the Same? (D. Detterman). Psychological Profiles of the Mathematically Talented: Some Sex Differences and Evidence Supporting Their Biological Basis (C. Benbow & D. Lubinski). Genetics and High Cognitive Ability (R. Plomin & L. Thompson). The Early Lives of Child Prodigies (M. Howe). Musical Ability (J. Sloboda). Boys and Girls Who Reason Well Mathematically (J. Stanley). Scientific Ability (K. Heller). Accelerating Language Acquisition (W. Fowler, et al.). Can We Create Gifted People? (K. Ericsson, et al.). Closing Remarks (R. Atkinson). Indexes.
TL;DR: In this article, the authors examine the prospects for education over the next decade in the context of an analysis of the last fifty years of conflict and consensus over education policy, and they begin with a look i...
Abstract: This article examines the prospects for education over the next decade in the context of an analysis of the last fifty years of conflict and consensus over education policy. It begins with a look i...
TL;DR: The education policy of Conservative governments in Britain since 1979 is sometimes said to be contradictory as discussed by the authors, but legislation has given the lie to this, vesting ever greater powers in central government, less so in Scotland, the more so in England and Wales.
Abstract: The education policy of Conservative governments in Britain since 1979 is sometimes said to be contradictory. It purports to empower the consumer, but legislation has given the lie to this, vesting ever greater powers in central government, less so in Scotland, the more so in England and Wales. In short, education policy contains mixed messages, or contradictions. But these contradictions to some extent express the tensions which have become apparent in an age of transition: that between the modern and the postmodern, or between Fordist and ‘disorganised’ forms of capitalism. A new mode of regulation is being established within the agencies of the welfare state. It reveals an isomorphic structure ‐ at the level of the pupil, the teacher, the parent and the school ‐ whose purpose is the management of consent, and whose justification appeals to the culture of consumption. The analysis is illustrated mainly with reference to Scotland.
TL;DR: While the idea of crisis is prevalent in the post-war literature an higher education, it can also be argued that our higher education systems have achieved a great deal during this period as discussed by the authors.
Abstract: While the idea of crisis is prevalent in the post‐war Anglo‐American literature an higher education, it can also be argued that our higher education systems have achieved a great deal during this period. We need to ask, therefore, whether the identified crises are real or not. And, if not, we should consider why academics prefer to see crisis in so muck of what they do.
TL;DR: The authors discusses some recent attempts to develop an economic case that can justify proposals for curricular and institutional reform in education of a radical kind, and investigates the claim, which underpins current debates around a Labour Party alternative to Conservative education policy, that a new phase of development, often referred to as "post-Fordism" of the dominant economies of the western world provides the basis and the necessity, for a new system of education which would realise a programme of egalitarian and democratic reform.
Abstract: This article discusses some recent attempts to develop an economic case that can justify proposals for curricular and institutional reform in education of a radical kind. It investigates the claim, which underpins current debates around a Labour Party alternative to Conservative education policy, that a new phase of development, often referred to as ‘post‐Fordism’, of the dominant economies of the western world provides the basis, and the necessity, for a new system of education which would realise a programme of egalitarian and democratic reform.
TL;DR: The authors discuss the interplay of masculinity and education in an inner-city boys' high school, gender and organizational culture in a christian brothers college, R. Connell inside the disadvantaged schools programme -the politics of practical policy-making, V. White and K. Mealyea.
Abstract: Educational inequality and cultural conflict, B. Wilson and J. Wyn re-visioning empowerment with the research subject and the "at risk", M. O'Dowd women in a male domain - gender and organizational culture in a christian brothers college, L. Angus cool guys, swots and wimps - the interplay of masculinity and education, R. Connell inside the disadvantaged schools programme - the politics of practical policy-making, V. White and K. Johnston cultural perspectives on work and schoolwork in an Australian inner-city boys' high schools, J. Walker reproducing vocationalism in secondary schools - marginalization in practical workshops, R. Mealyea.