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Education Reform: A Critical and Post Structural Approach
01 Oct 1994-
TL;DR: In this paper, the authors present a critical analysis of educational reform in the UK and US, focusing on the following: 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 United Kingdom and United States Competitive Schooling.
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.
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01 Jan 2004
TL;DR: Learning style instruments are widely used but not enough is known about their reliability and validity and their impact on pedagogy in post-16 learning as mentioned in this paper, and the implications of learning styles for teaching and learning.
Abstract: Learning style instruments are widely used but not enough is known about their reliability and validity and their impact on pedagogy in post-16 learning. This report documents work from a project commissioned by the Learning and Skills Development Agency (LSDA) to carry out an extensive review of research on post-16 learning styles, to evaluate the main models of learning styles, and to discuss the implications of learning styles for post-16 teaching and learning. The following research questions were addressed: What models of learning styles are influential and potentially influential? What empirical evidence is there to support the claims made for these models? What are the broad implications for pedagogy of these models? What empirical evidence is there that models of learning styles have an impact on students’ learning? The project identified the range of models that are available and influential or potentially influential in research and practice, located these models within identifiable ‘families’ of ideas about learning styles, evaluated the theories, claims and applications of these models, with a particular focus on evaluating the authors’ claims for reliability and validity, evaluated the claims made for the pedagogical implications of the selected models of learning styles, identified what gaps there are in current knowledge and what future research is needed in this area, and made recommendations and drew conclusions about the research field as a whole. In conclusion, the implications for pedagogy are drawn out and recommendations and conclusions are offered for practitioners, policymakers and the research community. The report concludes that it matters fundamentally which model is chosen. A second report (indexed at TD/TNC 79.72) discusses the appeal of learning styles as well as offering an overview of ways in which political and institutional contexts in the learning and skills sector affect the ways that learning styles might be put into practice.
1,394 citations
TL;DR: In this article, a set of generic "problems" which constitute the contemporary social, political and economic conditions for education and social policy making are adumbrated and the emergence of ideological and'magical' solutions to these problems is identified and the means of the dissemination of these solutions are discussed.
Abstract: In this paper the primary emphasis is upon the general and common elements in contemporary, international education policy, but nonetheless the discussion also considers the processes of translation and recontextualisation involved in the realisation or enactment of policy in specific national and local settings. A set of generic 'problems' which constitute the contemporary social, political and economic conditions for education and social policy making are adumbrated. The emergence of ideological and 'magical' solutions to these problems is identified and the means of the dissemination of these solutions are discussed. A relationship between the global market and the marketisation of education is suggested and explored.
1,112 citations
TL;DR: This paper explored both the history of those relationships and representations of the working classes within dominant discourses, before moving on to outline some of the consequences of contemporary educational policy for working-class subjectivities.
Abstract: Working-class relationships to education have always been deeply problematic and emotionally charged, inscribing academic failure rather than success. In this paper I briefly explore both the history of those relationships and representations of the working classes within dominant discourses, before moving on to outline some of the consequences of contemporary educational policy for working-class subjectivities. I do this by drawing on data from three research projects: one on higher education choice; one on transitions to secondary schooling; and a third on assessment in primary schools. However, working-class relationships to education cannot be understood in isolation from middle-class subjectivities so I also try to begin to map out some of the unconscious aspects of class that implicate both middle- and working-class subjectivities.
560 citations
Cites background from "Education Reform: A Critical and Po..."
...…and triumph of publishable, measurement-based , competitive, pencil and paper tests over diagnostic, open-ended, process-oriented assessments has resulted in the establishment of assessment procedures which operate primarily às performance indicators of teacher effectivity’ (Ball 1994: 41)....
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TL;DR: In this article, it is argued that the public sector has been transformed from a Keynsian Welfare State to a Schumpeterian Workfare State, which involves fundamental changes to forms of provision, patterns of access, forms of work, client relations, worker relations, interinstitutional relations and values and ethics.
Abstract: The paper undertakes two related exercises; one substantive and one meta‐analytical. The first concerns changes in public sector provision. It is argued that the public sector has been ‘transformed’, in Jessop's terms, from a Keynsian Welfare State to a Schumpeterian Workfare State. This transformation involves fundamental changes to forms of provision, patterns of access, forms of work, client — worker relations, inter‐institutional relations and values and ethics. The constitution of citizenship has also been affected. The second concerns the conception of and engagement with social policy by educational researchers. A template for examination of the ‘surface epistemology’ of education policy research is presented — that is the relationships between conceptualisation, research design and conduct and the interpretation of data. It is argued that there is a basic tension at the heart of education policy research, between a commitment to the pursuit of efficiency and a commitment to the pursuit of...
493 citations