Showing papers in "British Journal of Educational Studies in 1999"
Journal Article•
TL;DR: The Audit Society: General Themes 2: The Rise of Audit 3: The Audit Explosion 4: Audit and the Dialectic of Regulatory Failure 5: Audit Knowledge and the Construction of Auditees 6: Beyond Audit, Towards Trust Notes Bibliography
Abstract: Introduction Preface 1: The Audit Society: General Themes 2: The Rise of Audit 3: The Audit Explosion 4: Audit and the Dialectic of Regulatory Failure 5: Audit Knowledge and the Construction of Auditees 6: Beyond Audit, Towards Trust Notes Bibliography
3,642 citations
TL;DR: This article argued that education should become more evidence-based and made a distinction between using existing research and establishing high-quality educational research, and argued that the need for high quality systematic reviews and appraisals of educational research is clear.
Abstract: This paper argues that education should become more evidence-based. The distinction is made between using existing research and establishing high-quality educational research. The need for high-quality systematic reviews and appraisals of educational research is clear. Evidence-based education is not a panacea, but is a set of principles and practices for enhancing educational policy and practice.
631 citations
TL;DR: In this paper, it is argued that success in meeting this demand will continue to elude us as long as the conventional approaches to educational R&D persist, and that patterns of knowledge creation and dissemination in high technology firms are suggestive of the conditions under which the creation of professional knowledge in education and its rapid dissemination throughout the whole education service might flourish.
Abstract: Moving into the knowledge society at a time when expectations of schools and teachers continue to rise creates an urgent need for better professional knowledge about the management of schools and effective teaching and learning. This demand arises in part because university-based researchers have not hitherto been very successful in either the creation or dissemination of such knowledge. It is argued that success in meeting this demand will continue to elude us as long as the conventional approaches to educational R&D persist. Patterns of knowledge creation and dissemination in high technology firms are suggestive of the conditions under which the creation of professional knowledge in education and its more rapid dissemination throughout the whole education service might flourish. The implications of this radical reconceptualization of knowledge creation and its dissemination in education are explored.
507 citations
TL;DR: The authors examines the issues of critical thinking traditions within education and explores a broad range of 'disciplined theories that question the ways in which power works through the discursive practices and performances of schooling' Following an introduction by Thomas S Popkewitz, the monograph contains the following essays: A social epistemology of educational research, critical thinking and critical pedagogy: relations, differences and limits, Emergent identity versus consistent identity.
Abstract: This book examines the issues of critical thinking traditions within education The authors were invited to contribute essays critically analysing the changing nature of education theory and exploring a broad range of 'disciplined theories that question the ways in which power works through the discursive practices and performances of schooling' Following an introduction by Thomas S Popkewitz, the monograph contains the following essays: A social epistemology of educational research / Thomas S Popkewitz; Critical thinking and critical pedagogy: relations, differences and limits / Nicholas C Burbules and Rupert Berk; Emergent identity versus consistent identity: possibilities for a postmodern repoliticization of critical pedagogy / Siebren Miedema and Willem L Wardekker; Critical theory and political sociology of education: arguments / Carlos Alberto Torres; Philosophy of education, Frankfurt critical theory, and the sociology of Pierre Bourdieu / Staf Callewaert; The mode of information and education: insights on critical theory from Michel Foucault / James D Marshall; Making trouble: prediction, agency, and critical intellectuals / Lynn Fendler; (Dis)locating thoughts: where do the birds go after the last sky? / Pradeep A Dhillon; Reconstructing Dewey's critical philosophy: toward a literary pragmatist criticism / Lynda Stone; and Critical education and the liberal arts / Jo Anne Pagano
314 citations
Journal Article•
88 citations
75 citations
68 citations
Journal Article•
TL;DR: The authors traced Canadian women teachers' histories and found the indigenous presence in the history of women's education by connecting pieces of the teacher's life history to find the identity of women teachers.
Abstract: Part 1 Reflections on theory and historical truth: teachers, memory and oral history workers, professionals, pilgrims -tracing Canadian women teachers' histories reflections on writing a history of women teachers connecting pieces - finding the indigenous presence in the history of women's education. Part 2 Narrative inquiries: disciplining the teaching body 1968-1978 -progressive education and feminism in New Zealand "to cook dinners with love in them" - sexuality, marital status and women teachers in England and Wales, 1920-1939 pathways and subjectivities of Portuguese women teachers through life histories "to do the next needed thing" - Jeanes teachers in the Southern United States 1908-1934 where Haley stood - Margaret Haley, teachers' work and the problem of teacher identity.
60 citations
TL;DR: The authors argue that low expectations of potential for social progress, human agency and learners' motivation to take part in formal learning, exacerbate moves towards a "minimalist pedagogy" regulated by government agencies and encourage the idea that lifelong learning should be compulsory for adults "at risk".
Abstract: Concerns about non-participation in lifelong learning may indicate an emerging moral authoritarianism arising from pessimism about the future. Low expectations of potential for social progress, human agency and learners' motivation to take part in formal learning, exacerbate moves towards a ‘minimalist pedagogy’ regulated by government agencies and encourages the idea that lifelong learning should be compulsory for adults ‘at risk’.
59 citations
TL;DR: In this article, the implicit interpretation of quality and standards of practice in TTA documentation is analyzed and compared to that of the Management Charter Initiative in their new management standards for initial teacher training.
Abstract: This article examines the implications of the change from competences to standards for initial teacher training. It analyses the implicit interpretation of quality and standards of practice in Teacher Training Agency (TTA) documentation and compares it to that of the Management Charter Initiative in their new management standards. The TTA approach is challenged as incomplete.
51 citations
TL;DR: The authors describes a recurring error in standard analyses of educational performance that leads to the misrepresentation of trends over time with potentially dangerous results for both policy and further research, and proposes to correct this recurring error.
Abstract: This paper describes a recurring error in standard analyses of educational performance. This simple but important oversight leads to the misrepresentation of trends over time with potentially dangerous results for both policy and further research. Once corrected, educational performance becomes much brighter than the picture that is commonly portrayed.
Journal Article•
TL;DR: For instance, Holden and Clough as discussed by the authors discuss the role of the teacher in assisting pupil participation in the supermarch of the 1970s and discuss the importance of children's voices in early childhood education.
Abstract: Part One: Introduction. 1. 'The child carried on the back does not know the end of the road': the teacher's role in assisting participation, Cathie Holden, University of Exeter, and Nick Clough, University of the West of England. Part Two: Primary Pupils: Values and Actions. 2. Participation and learning in early childhood, Liz Wood, University of Exeter. 3. Keen at eleven, cynical at eighteen? Encouraging pupil participation in school and communityCathie Holden, University of Exeter. 4. Emerging from the tunnel: dilemmas in environmental education, Nick Clough, University of the West of England. Part Three: Secondary Pupils: Values and Actions. 5. The voices of disabled children and education for citizenship, Jane Tarr and Rhiannon Rhys Owen, University of the West of England. 6. Education after Auschwitz: a necessary task for human rights education, Hanns-Fred Rathenow and Norbert Weber, Technische Universitat Berlin. 7. Conflicts, controversy and caring: young people's attitudes towards children's rights, Audrey Osler, University of Birmingham. 8. Citizenship through literature, Chris Spurgeon, Hartshill School, Nuneaton. Part Four: Teacher Thinking: Values, Knowledge and Action. 9. Understanding the role of emotion in anti-racist education, Phil Johnson, University of Melbourne. 10. The teacher's role in democratic pedagogies, Doug Harwood, University of Warwick. 11. Economics, environment and the loss of innocence, Martin Ashley, University of the West of England. 12. Questioning identities: issues for teachers and children, Ian Davies and Micheline Rey, University of York. 13. New teachers talking citizenship: Europe and beyond, Veronica Voiels, Manchester Metropolitan University. Part Five: Case Studies from European Primary Schools. 14. Children's newspapers: meeting other minds, Geoff Anderson, Westminster College, Oxford. 15. Children and the supermarch : a case study, Jean Pierre Branchereau, IUFM, Nantes. 16. Consumers as citizens: a European project with teachers and children, Marta Utset, Bellaterra Primary School, Maria Villanueva and Carmen Gonzalo, Universitat Autonoma Barcelona, Bellaterra. Part Six: Children's Voices in Learning Materials. 17. Speaking for ourselves, listening to others: young global citizens learning through the study of distant places, Julia Tanner, Leeds Metropolitan University. 18. Children's voices from different times and places, Margot Brown and Don Harrison, University College of Ripon and York St John.
TL;DR: In this paper, the authors argue that philosophy has an important contribution to make in bringing about a clearer understanding of the task of moral education and offer a variety of perspectives on some of the most fundamental questions about moral education.
Abstract: Offering a variety of perspectives on some of the most fundamental questions about moral education the volume is written in the belief that philosophy has an important contribution to make in bringing about a clearer understanding of the task of moral education. There is an international team of contributors including both philosophers and educationalists. These include; David Best, Brian Crittenden, Paul Hirst, Ruth Jonathon, John Kekes, Will Kymlicka, Alasdair MacIntyre and Amelie Oksenberg Rorty.
TL;DR: The authors provide an economic assessment of the operation of schooling quasi-markets, re-interpreting the findings of the mainly sociologically-based empirical research and find that economic analysis is complementary to that of sociology, providing further explanations for the failure of greater competition to increase the diversity of provision and challenge traditional school hierarchies.
Abstract: We provide an economic assessment of the operation of schooling quasi-markets, re-interpreting the findings of the mainly sociologically-based empirical research. We find that economic analysis is complementary to that of sociology, providing further explanations for the failure of greater competition to increase the diversity of provision and challenge traditional school hierarchies.
TL;DR: In this article, the authors discuss the nature of innovation in higher education teaching and learning, and argue that the study of innovation demands that questions are asked about the nature and ownership of the innovation, its policy context and whose interests the innovation serves.
Abstract: This paper reviews and discusses the nature of innovation in higher education teaching and learning. It traces a gradual shift from innovation generated predominantly at the local level to a form of innovation largely directed by the higher education institutions. It argues that the study of innovation demands that questions are asked about the nature and ownership of the innovation, its policy context and whose interests the innovation serves.
Journal Article•
TL;DR: In this article, the authors propose quelques observations concernant l'ouvrage de Stanislas Dehaene The number sense, and examine ici en particulier les questions portant sur la relation entre les nombres and le langage dans a perspective cognitive.
Abstract: L'A. propose quelques observations concernant l'ouvrage de Stanislas Dehaene The number sense. How the mind creates mathematics (1997) qui explore tous les aspects de la relation entre les hommes et les nombres : la numerosite chez les autres animaux, la numerosite et le calcul simple chez les bebes, l'histoire de l'expression du nombre dans le langage, l'histoire de la notation du nombre, le circuit neuronal necessaire pour faire de l'arithmetique et du calcul, la localisation dans le cerveau, l'ordre mathematique de l'univers, etc ... L'A. examine ici en particulier les questions portant sur la relation entre les nombres et le langage dans une perspective cognitive, puis explique ce que Dehaene entend par le sens du nombre en caracterisant les mathematiques comme une formalisation progressive de nos intuitions sur les ensembles, le nombre, l'espace, le temps et la logique
TL;DR: In this paper, the authors offer a discursive analysis of the position of mature students vis-a-vis higher education and its increasingly necessary linkage with industry. But they do not address the question of what higher education is actually for: intellectual expansion, or merely to prepare young people for work.
Abstract: This paper offers a discursive analysis of the position of mature students vis-a-vis higher education and its increasingly necessary linkage with industry. Longstanding questions are raised as to what higher education is actually for: intellectual expansion, or merely to prepare young people for work? If it is the latter, then where does this leave mature students, who have less ‘career’time left to use their degrees, and may simply be studying because of an interest in a given subject?
TL;DR: In this article, it is argued that both Rawls and the proposals mistake the significance and nature of such a consensus and partly as a result of this mistake the proposals are insufficiently radical.
Abstract: This paper is concerned with Rawls' (1993) account of an overlapping consensus and recent proposals to introduce citizenship education in parts of the UK. It is argued that both Rawls and the proposals mistake the significance and nature of such a consensus. Partly as a result of this mistake the proposals are insufficiently radical.
TL;DR: In this article, the role of education in promoting the Christian identity of young Irish adults was examined through an examination of selected documents and evidence of a desire to distance the state from a direct role in reinforcing the religious dimensions of cultural identity and an endeavour to reconcile respect for the nation's Christian heritage with respect for other versions of human self-understanding.
Abstract: Through an examination of selected documents, this article explores the role which the Irish state attributed to education in promoting the Christian, specifically Catholic, identity of its young citizens. The essay also examines the evidence of a desire to distance the state from a direct role in reinforcing the religious dimensions of cultural identity and of an endeavour to reconcile respect for the nation's Christian heritage with respect for other versions of human self-understanding.
TL;DR: In this paper, the authors take as their starting point a decision to accept a particular commission for a piece of educational research which is subject to contractual restrictions, and then address the problem of what might constitute an ethical defence, or critique, of such research and such contracts.
Abstract: This paper takes as its starting point a decision to accept a particular commission for a piece of educational research which is subject to contractual restrictions. In the light of recent debate on the contentious politics and ethics of contractual research, it then addresses the problem of what might constitute an ethical defence, or critique, of such research and such contracts.
TL;DR: The development of a set of religiously integrated schools in Northern Ireland since 1981 is often portrayed in wholly positive terms as discussed by the authors, however, the continued growth of the movement has generated serious tensions at a number of levels which have wider implications for any analysis of the implications of parental choice.
Abstract: The development of a set of religiously integrated schools in Northern Ireland since 1981 is often portrayed in wholly positive terms. However, the continued growth of the movement has generated serious tensions at a number of levels which have wider implications for any analysis of the implications of parental choice.
TL;DR: In this paper, a learning society can be framed as a'society of signs' and some of the possible implications of the latter are outlined. But the implications of information, communications and media technologies, and the linguistic turn in social theory are overlooked.
Abstract: This article critiques certain notions of a learning society These are framed largely in economic and humanist frameworks of competitiveness and social exclusion This overlooks the implications of information, communications and media technologies, and the linguistic turn in social theory These suggest a learning society can be framed as a ‘society of signs’ Some of the possible implications of the latter are outlined
TL;DR: The authors argue that if informants and commentators employ the term "ideological" the use of this descriptor should form a principal focus of scholarly analysis and suggest that if they do not, it carries with it intimations of partisanship in others but only rationality in the user.
Abstract: Our differences with Croll and Moses centre on their interpretation of the term ‘inclusion’ the way in which they theorise their findings, and their use of the terms ‘pragmatism’and ‘ideology’ as instruments of analysis in trying to understand a patchy move to inclusion. In particular, a taken-as-given use of the term ‘ideological’ to describe the views of others is troublesome, carrying as it does intimations of partisanship in others, but only rationality in the user. We suggest that if informants and commentators employ the term ‘ideological’ the use of this descriptor by these informants and commentators should form a principal focus of scholarly analysis.
TL;DR: In this article, the authors argue for a paradigmatic shift away from individualist models of learning and disability, emphasizing the social context of play as the crucial arena for realising such good intentions, as long as it is geared to responding to, and developing, the self-determination, control, and identity of young disabled children becoming disabled adults in a disabling society.
Abstract: Current policy in relation to special needs prioritises early intervention and inclusive education, at least as ‘good intentions'’ This article argues for a paradigmatic shift away from individualist models of learning and disability. The social context of play is emphasised as the crucial arena for realising such good intentions, as long as it is geared to responding to, and developing, the self-determination, control, and identity of young disabled children becoming disabled adults in a disabling society.
TL;DR: In this article, the authors exploit the potential of narrative to function as a developmental turning-point in their understanding of contemporary debates on early literacy acquisition in the context of the National Evaluation of the Early Intervention Programme in Scotland.
Abstract: Telling stories is a basic human activity. It enables us to organise, evaluate and transform what we see going on around us. It allows us to make sense of what is happening, to defy what is ephemeral in our experience. In short, it helps us to read the signs and between the lines. In the story that follows, we shall watch how Little Monster struggles with the apparently random and inexplicable and strives to make order out of chaos. He is fortunate to have a mother who regards story-telling as a significant determinant of his psycho-social well-being. Indeed, there are those who would argue that engaging in the construction of narrative is a precondition for literacy development, academic success and enhanced life chances. Our second story begins here, as we exploit the potential of narrative to function as a developmental turning-point in our understanding of contemporary debates on early literacy acquisition in the context of the National Evaluation of the Early Intervention Programme in Scotland.
TL;DR: This article reviewed the way in which Steiner schools have attached importance to the categorisation of pupil character and behaviour, drawing on a tradition going back to ancient Greek science, and found that the importance of character and behavior in the categorization of pupil characters and behaviour was not new.
Abstract: The paper reviews the way in which Steiner schools have attached importance to the categorisation of pupil character and behaviour, drawing on a tradition going back to ancient Greek science.
Journal Article•
TL;DR: Thinking to Learn: Learning to Think - f003 Jeni Riley Music: Unnecessary yet essential - Pauline Adams Physical Education: Action, Play and Movement - Richard P Bailey English: Range,Key Skills and Language Study - Roger Beard Religious Education: A Challenge for Religion and for Education - Lynne Broadbent Geography: A Sense of Place - John Cook History: Making Connections - Caroline Heal Design and Technology: Creative Problem-Solving - Rob Johnsey Information and Communications Technology: A Learning Revolution? - Sarah Martyn Art: Visual Thinking - Roy Prentice Mathematics:
Abstract: Thinking to Learn: Learning to Think - f003 Jeni Riley Music: Unnecessary yet Essential - Pauline Adams Physical Education: Action, Play and Movement - Richard P Bailey English: Range ,Key Skills and Language Study - Roger Beard Religious Education: A Challenge for Religion and for Education - Lynne Broadbent Geography: A Sense of Place - John Cook History: Making Connections - Caroline Heal Design and Technology: Creative Problem-Solving - Rob Johnsey Information and Communications Technology: A Learning Revolution? - Sarah Martyn Art: Visual Thinking - Roy Prentice Mathematics: All in the Mind? - Tim Rowland Science: Learning to Explain How the World Works - Dorothy Watt
TL;DR: In this paper, a sample of current research into the education of pupils with learning difficulties is surveyed and three major established research traditions are discussed, namely the psycho-medical, organisational and sociological traditions.
Abstract: This paper surveys a sample of current research into the education of pupils with learning difficulties. Examples of the three major established research traditions are discussed, namely the psycho-medical, organisational and sociological traditions. It is argued that much of this work seeks to extend the theoretical framework associated with one or another of these traditions, but fails to overcome the common limitation of reductionism. An emerging current of work is identified which adopts an anti-reductionist perspective. The characteristics of the new approach are illustrated, and a specific need for further search within this framework, focusing on the dynamics of the school development process, is identified.
TL;DR: Barber's The Learning Game is a key influence on education policy in England and Wales as discussed by the authors, and their theoretical foundations are discussed in detail in this paper, where alternative mechanisms for arriving at Barber' desired goals consistent with his theoretical framework are sketched out.
Abstract: Professor Michael Barber’s The Learning Game is a key influence on education policy in England and Wales. This paper focuses on Barber’s policy proposals and their theoretical foundations. The paper states the theoretical foundation of the proposals in chaos theory and the working assumption of this paper. It then explores Barber's proposals, for the curriculum, the teaching profession, and the ‘ndividual learning promise’ Finally, alternative mechanisms for arriving at Barber' desired goals consistent with his theoretical framework are sketched out.