Showing papers in "British Journal of Educational Studies in 1995"
TL;DR: In this article, the authors present a study of time trends in psychosocial disorders of youth and explain the causes of such disorders, focusing on three types of disorders: depression, crime and conduct disorder.
Abstract: Partial table of contents: OBJECTIVES AND METHODS. Causal Concepts and Their Testing (M. Rutter). Individual Development and Social Change (G. Caprara & M. Rutter). CHANGING CONDITIONS AND INDIVIDUAL DEVELOPMENT. Changing Family Patterns in Western Europe: Opportunity and Risk Factors for Adolescent Development (L. Hess). Living Conditions in the Twentieth Century (D. Smith). Media and Problem Behaviours in Young People (E. Wartella). THE TARGET DISORDERS. Youth Crime and Conduct Disorders: Trends, Patterns and Causal Explanations (D. Smith). Secular Trends in Substance Use: Concepts and Data on the Impact of Social Change on Alcohol and Drug Abuse (R. Silbereisen, et al.). Depressive Disorders: Time Trends and Possible Explanatory Mechanisms (E. Fombonne). CONCLUSIONS. Time Trends in Psychosocial Disorders of Youth (D. Smith & M. Rutter). Towards Causal Explanations of Time Trends in Psychosocial Disorders of Youth (M. Rutter & D. Smith). Index.
427 citations
TL;DR: The authors discusses some problems with the field of educational studies and considers the role of post-structuralist theory in shifting the study of education away from a technical rationalist approach towards an 'intellectual intelligence' stance that stresses contingency, disidentification and risk-taking.
Abstract: This paper discusses some problems with the field of educational studies and considers the role of post‐structuralist theory in shifting the study of education away from a ‘technical rationalist’ approach (as evidenced in the case of much research on educational management and school effectiveness) towards an ‘intellectual intelligence’ stance that stresses contingency, disidentification and risk‐taking.
375 citations
239 citations
TL;DR: In this article, the authors present a critical analysis of educational reform in the UK and US, focusing on post-Structuralism, Ethnography and the Critical Analysis of Educational Reform What is Policy? - Texts, Trajectories and Toolboxes Education, Majorism and the Curriculum of the Dead Education Policy, Power Relations and Teachers' Work Cost, Culture and Control - Self Management and Entrepreneurial Schooling \"New Headship\" - Schools Leadership, New Relationships and New Tensions Education Markets, Choice and Social Class: The Market as a Class
Abstract: Post-Structuralism, Ethnography and the Critical Analysis of Educational Reform What is Policy? - Texts, Trajectories and Toolboxes Education, Majorism and the Curriculum of the Dead Education Policy, Power Relations and Teachers' Work Cost, Culture and Control - Self Management and Entrepreneurial Schooling \"New Headship\" - Schools Leadership, New Relationships and New Tensions Education Markets, Choice and Social Class: The Market as a Class Strategy in the UK and US Competitive Schooling:. Values, Ethics and Cultural Engineering.
229 citations
TL;DR: In this article, a revised version of Stewart Ranson's inaugural professorial lecture given at the School of Education, University of Birmingham, in June 1991 is presented, which offers a wide-ranging examination of the need for reform and the reforms required to regenerate education in the UK.
Abstract: This paper is a revised version of Stewart Ranson's inaugural professorial lecture given at the School of Education, University of Birmingham , in June 1991. It offers a wide-ranging examination of the need for reform and the reforms required to regenerate education in the UK. It seeks to develop the framework for a political theory of education for the 21st century, defining the purposes and conditions for a learning society which can enable all to develop their powers and capacities.
135 citations
TL;DR: Walford as mentioned in this paper explored the role of the powerful in education policy making and education policy formation, and discussed the power discourse and the power of women in education, including women's empowerment in education.
Abstract: A new focus on the powerful, Geoffrey Walford Part 1 Researching central government policy-makers: researching Thatcherite education policy, Geoff Whitty and Tony Edwards ministers and mandarins - educational research in elite settings, John Fitz and David Halpin the Lords' will be done - interviewing the powerful in education, J. Daniel McHugh researching the powerful in education and elsewhere, Maurice Kogan ethics and power in a study of pressure group politics, Geoffrey Walford. Part 2 Interpreting interviews: political interviews and the politics of interviewing, Stephen J. Ball the power discourse - elite narratives and policy formation, Peter W. Cookson Jr. Part 3 Feminist perspectives: a feminist approach to researching the powerful in education, Roslyn A. Mickelson researching the locally powerful - a study of school governance, Rosemary Deem. Part 4 Historical perspectives: research perspectives on the World Bank, Phillip W. Jones interviewing the education policy elite, Sharon Gewirtz and Jenny Ozga writing school history as a former participant - problems in writing the history of an elite school, Susan F. Semel. Reflections on researching the powerful, Geoffrey Walford.
123 citations
TL;DR: The learning society has been advocated as an answer to current economic, political and social problems by a wide coalition of interests, including politicians, employers, and educators as mentioned in this paper, but it is argued that the United Kingdom cannot currently be considered to be a learning society, nor is it likely to become one in the foreseeable future.
Abstract: The learning society has been advocated as an answer to current economic, political and social problems by a wide coalition of interests, including politicians, employers and educators. Here we critically analyse the concept as a myth; that is, as an idea which may or may not have validity, but which many people believe in. For the purpose of this analysis, the learning society is set alongside four other myths upon which it builds: those of productivity, change, lifelong education and the learning organisation. It is argued that the United Kingdom cannot currently be considered to be a learning society, nor is it likely to become one in the foreseeable future. But the idea of the learning society retains an important role as a myth, in drawing together and channelling energies in directions sought by policy‐makers.
122 citations
TL;DR: The tradition of choice choice in the early 1980s was a new choice of school? choice for all after 1988? who makes choices? choice of inequity? choice in USA as discussed by the authors.
Abstract: The tradition of choice choice in the early 1980s a new choice of school? choice for all after 1988? who makes choices? choice for inequity? choice in the USA.
93 citations
TL;DR: Learners' social and educational backgrounds enroling - why and how students make decisions to enrol in their courses the first year of study - experiences and strategies money - coping with the costs of study sex - learning in gendered worlds power - encounters with those in control work - balancing study and work study as leisure or loss of leisure? age learning in retirement endframes - the invisible diversities of learners' contexts.
Abstract: Learners' social and educational backgrounds enroling - why and how students make decisions to enrol in their courses the first year of study - experiences and strategies money - coping with the costs of study sex - learning in gendered worlds power - encounters with those in control work - balancing study and work study as leisure or loss of leisure? age - learning in retirement endframes - the invisible diversities of learners' contexts.
87 citations
74 citations
TL;DR: In this paper, the Fernuniversitat after ten years and the iceberg has not yet melted: further reflection on the concept of industrialization and distance teaching are discussed. But they do not discuss the relationship between distance education and industrial production.
Abstract: Preface Acknowledgements Introduction Part 1: Data Collection 1.Distance education by correspondence schools (1965) 2.University-level distance education (1968) 3. Models of university-level education (1971) Part 2: Analysis 4.Didactic analysis (1972) 5.Distance education and industrial production: a comparative interpretation in outline (1967) 6.Distance education: a historical, sociological and anthropological interpretation (1972) Part 3: Distance Education In Practice 7.The concept of the Fernuniversitat (1981) 8.The Fernuniversitat after ten years (1985) Part 4: Contemporary Analysis 9.The iceberg has not yet melted: further reflection on the concept of industrialization and distance teaching (1989) 10.Understanding distance education (1990) 11.Distance education in a post-industrial society (1993) Conclusion by Desmond Keegan Appendix: Major publications on distance education by Otto Peters.
TL;DR: The authors explores the manner in which educational and political conservatives attempted to control the content and purposes of the history curriculum in English schools during the period 1987-1994, and argues that the New Right's claim to be engaging in an educational debate is spurious.
Abstract: This paper explores the manner in which educational and political conservatives attempted to control the content and purposes of the history curriculum in English schools during the period 1987–1994. It focuses upon this particular coalition because, since the late 1970s, it has set the agenda for the debate and dominated the race to produce a history curriculum designed to help produce a particular kind of society. The paper argues that the New Right's claim to be engaging in an educational debate is spurious. Rather, its concern is primarily ideological and only educational in terms of its use of history education as a vehicle through which to disseminate a specific set of values and beliefs.
TL;DR: Wynne Harlen as mentioned in this paper issues and Approaches to Quality Assurance and Quality Control in Assessment - Wynne Harlen Approaches for Quality Assure and Control in Six Countries - Patricia Broadfoot Quality in External Assessment - David Satterly Quality in Teacher Assessment.
Abstract: Introduction - Wynne Harlen Issues and Approaches to Quality Assurance and Quality Control in Assessment - Wynne Harlen Approaches to Quality Assurance and Control in Six Countries - Patricia Broadfoot Quality in External Assessment - David Satterly Quality in Teacher Assessment - Caroline Gipps The Quality of Assessment in Further Education in Scotland - Harry Black Quality Assurance, Teacher Assessments and Public Examinations - Richard Daugherty Experience of Quality Assurance at Key Stage 1 - Mary James Towards Quality in Assessment - Wynne Harlen
TL;DR: In the past fifty years, hundreds of definitions of "literacy" have been advanced by scholars, adult literacy workers, and programme planners as mentioned in this paper. But none of them have been universally accepted.
Abstract: In the past fifty years, hundreds of definitions of ‘literacy’ have been advanced by scholars, adult literacy workers, and programme planners. This paper analyses three major approaches to the problem of defining literacy: quantitative, qualitative and pluralist. The pluralist perspective, while not without its difficulties, appears to have the most to offer in understanding literacy in the contemporary world.
TL;DR: In this article, the authors explore an approach to initial teacher education which emphasises the process of "practical theorising" as the context in which educational theory can contribute to this professional education.
Abstract: This article explores an approach to initial teacher education which emphasises the process of ‘practical theorising’ as the context in which educational theory can contribute to this professional education. The practical theorising approach is exemplified by reference to the Oxford Internship Scheme, and the article focusses especially on arguments against a practical theorising approach presented by Paul Hirst in a commentary on the Oxford scheme. These arguments are concerned with: the need for a public rationally defended consensual body of professional knowledge; the unreasonable demands which a practical theorising approach makes of student‐teachers; and the perceived failure of a practical theorising approach, at least in the Oxford context, to differentiate adequately among different kinds of theory and their place in initial teacher education.
TL;DR: The authors argue that Ranson fails to address the shortcomings of education under democratic control and ignores the educational benefits of authentic markets, and argue that markets are intrinsically flawed as a vehicle for improving educational opportunities.
Abstract: This paper, which offers a positive assessment of the role of markets in education, is a ‘reply’ to an earlier contribution to the Journal (41, 4) in which Stewart Ranson argues that markets are intrinsically flawed as a vehicle for improving educational opportunities. The ‘reply’, among other things, argues that Ranson fails to address the shortcomings of education under democratic control and ignores the educational benefits of authentic markets.
TL;DR: The authors explored the utility of published autobiographical tests for broadening how national education policy is contructed by examining the utility and access to perceptions of educational policy by members of policy elites.
Abstract: This paper explores questions of access to perceptions of educational policy by members of policy elites. In particular, it reviews some possibilities of broadening how national education policy is contructed by examining the utility of published autobiographical tests.
TL;DR: The 50-hour working week is here to stay as mentioned in this paper, delivering the broad and balanced curriculum assessment and testing Year 2 teachers - beasts of burden or first over the top invisible workloads - preparation and professional development administration and other activities failure and fatigue - consequences of conscientiousness terminal judgements - perceptions of continuities and change.
Abstract: Key Stage 1 - the policy context and emerging issues the 50-hour working week - here to stay? delivering the broad and balanced curriculum assessment and testing Year 2 teachers - beasts of burden or first over the top invisible workloads - preparation and professional development administration and other activities failure and fatigue - the consequences of conscientiousness terminal judgements - perceptions of continuities and change.
TL;DR: In this article, the authors discuss moral life in homes, schools, and communities, and address moral reasoning, moral emotions and moral behaviour, and the psychological factors involved in its development through childhood, adolescence and young adulthood.
Abstract: Considers morality and the psychological factors involved in its development through childhood, adolescence and young adulthood. The contributors discuss moral life in homes, schools and communities, and address moral reasoning, moral emotions and moral behaviour.
TL;DR: The authors argue that a lack of analysis of the concepts "religions" and "cultures" in British religious education has led to a representation of religious traditions which essentialises them, playing down their internal diversity, and which assumes a "closed" view of cultures.
Abstract: Multicultural education (of which ‘multifaith’ RE in England and Wales is sometimes regarded as a subset) was attacked by antiracists in Britain in the 1980s. Although it is arguable that not all of the criticisms were valid, the debate raises questions about the efficacy of religious education in countering racism. The paper argues that a lack of analysis of the concepts ‘religions’ and ‘cultures’ in British RE has led to a representation of religious traditions which essentialises them, playing down their internal diversity, and which assumes a ‘closed’ view of cultures. A more flexible approach is suggested, drawing on work in ethnography and other social science disciplines, which might better combine with antiracist stances than earlier approaches. The work of the Warwick Religions and Education Research Unit is introduced briefly as an example of an attempt to address some of the above issues in terms of an integrated approach to theory, the study of religions in the community and the devel...
TL;DR: Evidence of dissatisfaction and evidence of poor current standards of literacy, notably in the area of the written word, among higher education students are recorded.
TL;DR: The Transfer of Power Induction Managing the Beginning Teacher in School Supporting the Teacher in the Classroom Assuming Curricular Responsibility From Supervision to Mentoring The Continuing Need for Reflection The Need for a New Language New Forms of Knowledge Quality Assurance School Specific Enculteration The Future Role of Universities in Initial Training.
Abstract: Setting the Scene/Overview The Transfer of Power Induction Managing the Beginning Teacher in School Supporting the Teacher in the Classroom Assuming Curricular Responsibility From Supervision to Mentoring The Continuing Need for Reflection The Need for a New Language New Forms of Knowledge Quality Assurance School Specific Enculteration The Future Role of Universities in Initial Training.
TL;DR: Selleck as mentioned in this paper has written a masterly work which sets a new standard in educational biography, which explores the social, political and the family world of a very troubled man.
Abstract: Business of Education- "Selleck"s is a wonderfully and wittily written book, grasping the point which so clearly eluded the previous biographer ... that the fascination of Sir James Kay-Shuttleworth lies precisely in the struggle between outer achievement and inner turmoil." The Times Educational Supplement- "... a major biography which sheds new light on the public and private preoccupation of Victorian England, and so on the first and longest running Great School Debate. Its intrinsic interest is seasoned sharply by its relevance today. Readable and enjoyable - and strongly recommended." Australian Journal of Education - "It is a masterpiece...In every respect, this biography of james Kay-Shuttleworth, civil servant and educational pioneer, is a magnificent example of the genre." Paedogogia Historia-" This biography gives very valuable insights into the educational battles with which Kay-Shuttleworth was associated throughout his life this magnificent study goes much deeper by exploring in depth the social, political and the family world of a very troubled man...It is a full, well rounded study based on a meticulous use of all available evidence and a clear mastery of the secondary material which has been produced on this period of history by other scholars in the field" Historical Studies in Education-" This is a long and spectacularly well-researched volume...and must take its place as the definitive life of Kay-Shuttleworth...Selleck has written a masterly work which sets a new standard in educational biography
TL;DR: A valuable source book for issues in the history of education as mentioned in this paper, which is a topic ripe for examination and has been presented it in an imaginative, comparative frame of reference, has been published.
Abstract: British Educational Research Journal- "A valuable source book for issues in the history of education." History of Education Quarterly- " Mangan has seized upon a topic ripe for examination and has presented it in an imaginative, comparative frame of reference. He deserves our commendation