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1.
《Support for Learning》2005,20(1):5-11
This article examines the advice that local education authorities (LEAs) in England and Wales give to primary schools on the identification of able socially deprived pupils. The research described here is situated within the context of the theoretical literature and central government policy regarding these children. It is noted that identification of able pupils has become more inclusive, although limited research has been undertaken on socially deprived able pupils. The role of central government in supporting these pupils through flagship initiatives such as Excellence in Cities is then analysed and the identification advice that LEAs provide to primary schools is examined. It was found that, whilst LEAs provide systematic and inclusive identification advice, the identification of able socially deprived pupils is only tangentially addressed. The problems associated with the use of checklists by LEAs are examined and the implications of the research are discussed. 相似文献
2.
Dylan V. Jones 《Compare》2004,34(4):463-486
The introduction of the National Numeracy Strategy (NNS) in England in September 1999 represented a very significant attempt to change the way mathematics was taught in primary schools. In Wales, where the NNS does not apply, an alternative strategy required Local Education Authorities (LEAs), in consultation with their schools, to develop locally based numeracy initiatives. This article presents and discusses results from a comparative study of the way in which headteachers viewed these contrasting attempts to raise standards of numeracy and their perception of the way in which the initiatives impacted upon pupils, teachers and teaching approaches. Whilst the data presented within the article may be of particular interest to policy makers and practitioners in England and Wales there would also appear to be some messages for those who may be concerned with similar large‐scale reform efforts, elsewhere. 相似文献
3.
This paper gives as full an overview of the patterns of provision made in England for disaffected and excluded pupils and those said to have emotional and behavioural difficulties (EBD) in England as the available data allow. It draws upon government statistics, local education authorities' (LEAs') first 'Behaviour Support Plans' and related literature. The BSPs were intended by the English government, but sometimes failed to give, comprehensive accounts of current local provision and future inter-agency plans. However, when analysed alongside government figures, certain features become clear. While in 1998 local education authorities were attempting to move towards prevention and on-mainstream-school site interventions, the need for off-site special units ('Pupil Referral Units') continued to increase and the numbers of pupils in EBD special schools remained roughly constant. Despite national pressure to move towards the inclusion of all pupils, LEAs continued to find it impossible to educate a small percentage of pupils with behavioural difficulties on mainstream sites. 相似文献
4.
Children with specific speech and language difficulties (SSLD) pose a challenge to the education system as a result of their language needs and associated educational and social‐behavioural difficulties. Local education authorities (LEAs) in England and Wales have developed language units to meet their needs but previous research has indicated this provision was inadequate. The development of inclusion raises questions regarding this type of provision, compared with full inclusion into mainstream schools. The present study reports on a national survey of LEAs in England and Wales (97 respondents, 49.5% response rate) and interviews with 37 LEA special educational needs managers. Provision varied by age group with designated specialist provision more prevalent at key stages 1 and 2 (age 5–11 years), and relatively little at key stages 3 and 4 (11–16). LEAs’ decision‐making regarding provision varied, influenced by the lack of common criteria, which was highlighted by the difficulties in distinguishing children with SSLD from those with autistic spectrum disorder. There were also difficulties translating policies into practice, including the shortage of speech and language therapists. The implications of the study are discussed with reference to inclusion. 相似文献
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6.
Gary Mcculloch 《牛津教育评论》2013,39(2-3):235-246
This article explores the attitudes adopted by local education authorities in England and Wales towards the reorganisation of secondary education in the new era of secondary education for all that was introduced through the Education Act of 1944. In general the Ministry of Education and the post-war Labour government actively encouraged Local Education Authorities (LEAs) to introduce a tripartite system of grammar, technical and modern schools in their areas. However, in many cases it is difficult to attribute LEA support for a bipartite or tripartite system to supine acquiescence; the LEAs involved were also making a principled choice to define the nature of educational provision in their own areas. The article discusses in particular depth the views of LEAs that preferred a bipartite arrangement, and those that promoted tripartism, in order to identify the character of the issues as they appeared to LEAs in this period. 相似文献
7.
《British Journal of Special Education》1991,18(3):120-120
Educational provision for children with dyslexia and those with communication difficulties were two concerns expressed recently in the House of Commons and further anxieties about national testing in Scottish schools reflected the criticisms voiced in England and Wales about the potential effects of testing on pupils, especially those with special educational needs. 相似文献
8.
Felicity Fletcher-Campbell Alison Kington 《Journal of Research in Special Educational Needs》2001,1(3)
This article reports the findings from a survey of special schools in England and Wales regarding their links with mainstream schools. This survey was a follow-up of two previous surveys undertaken in mid-1987 and 1993 respectively. Data were elicited about visits made by pupils, teachers and support assistants both from special schools to mainstream schools and from mainstream schools to the special schools. Over two-thirds of special schools in England and Wales responded, the sample reflecting the distribution of types of special schools nationally. Findings indicated that the degree of link activity has been maintained over the years but it is relatively restricted in terms of the number of pupils and staff involved, and there does not seem to be evidence of the strategic use of placements. 相似文献
9.
Debra Costley 《School Leadership & Management》2013,33(3):341-354
The introduction of a National Curriculum in England and Wales caused a dilemma for many teachers who were responsible for pupils with learning difficulties. The issue of an entitlement curriculum for all pupils raised fundamental questions about the nature of special educational needs. This paper draws on the results of a questionnaire which was sent to senior teachers in schools for pupils with moderate learning difficulties in England and Wales. The results raise interesting questions about how schools structure the curriculum to enable equality of opportunity for all pupils whilst still managing to cater for the individual learning needs of pupils experiencing difficulties. 相似文献
10.
Rosalind Levacic 《牛津教育评论》2013,39(4):435-457
Abstract Local management of schools was implemented in England and Wales from 1990/91. A crucial aspect of this implementation was the introduction of a new method of funding schools by formula. The impact of formula funding was investigated by means of statistical analysis of hypothesised determinants of the resulting budget changes experienced by all schools in one large local education authority over the financial years 1989/90 to 1991/92. While the largest determinant of budget changes was the change in pupil numbers, schools with high unit costs due to having excess capacity or being relatively small tended to lose budget. Above average staff costs contributed to budget losses in the primary sector but not in the secondary. Thus the formula promoted cost efficiency by reducing the number of schools which had large positive discrepancies between their unit costs and the average for their sector. Schools with higher proportions of socially disadvantaged pupils did not lose budget while schools with poor examination results did. The formula is shown to be a sensitive instrument by which LEAs can transmit policies such as those with respect to special needs and support for small schools. 相似文献
11.
This article describes the ethnic and gender make up of a substantial (60%+) sample of the staff and pupil population of schools and units for pupils with emotional and behavioural difficulties in England and Wales. The data presented is taken from a questionnaire survey. This is the first large sample study of this topic to be conducted in educational establishments of this type in England and Wales. Notable findings are: (1) the imbalance in gender distribution in these facilities, with the boys far outweighing the number of girls; (2) the over representation of pupils of Afro‐Caribbean origin, particularly among the boys; and (3) the under representation of teachers from ethnic minorities among the teaching staff in these schools. These findings are shown to be generally consistent with the findings of related studies, and are discussed in terms of social and educational issues. 相似文献
12.
《Journal of Further & Higher Education》2012,36(2):33-48
Abstract Drawing upon the narrative accounts provided by fifteen college principals in England and Wales this paper looks into the ways in which incorporation has changed the culture of further education colleges. Principals’ accounts reveal their views on how the sector has changed and identify a number of concerns including how the adoption of a market driven approach to the provision of further education now shapes their work. Data is presented and discussed on how principals experienced the process of incorporation, its impact on relationships with schools, other colleges and LEAs and on how colleges were to be viewed as businesses. It is suggested that since colleges are now widely perceived as independent businesses there is a need to reassess the understanding of business practice as applied to the college setting. 相似文献
13.
Seamus Hegarty 《Prospects》1995,25(2):175-179
Director of the National Foundation for Educational Research in England and Wales. He has conducted extensive studies on provision
for pupils with special needs in ordinary schools and has published widely on the topic. He edits theEuropean journal of special needs education and Educational research. He has conducted numerous consultancies for national governments and for intergovernmental agencies, including UNESCO. 相似文献
14.
This study examines the relationship between social background factors and educational achievements. It draws on unique data from London LEAs. The paper illustrates detail analysis on levels of disadvantage in schools and the complexities of judging school performance including discussion on the potential of z-score indicators to measure the levels of deprivation in urban area schools. Overall, the findings from the empirical evidence suggests that there is a strong relationship between disadvantage and examination success, with LEAs located in non-deprived areas tending to obtain higher percentages 5 + A*-C good GCSE passes. Further analysis of the relationship between pupils background and school achievement also confirmed, by and large, that schools with a higher number of disadvantaged families do less well than schools where, a small proportion of their pupils come from disadvantaged families. The paper concluded that uncontextualised performance table is fundamentally flawed and argued for the need to compare like with like and move beyond league table approaches of comparing schools. Policy implications are highlighted as well as practical suggestions. 相似文献
15.
《British Educational Research Journal》2003,29(2):149-167
Baseline assessment (accredited through the Qualifications and Curriculum Authority [QCA]) became a statutory requirement from September 1998 for all main tained primary schools in England. Since that date, schools have been required to implement baseline assessment with all children within seven weeks of starting school (i.e. at about 4‐5 years of age) unless a comparable recent assessment has been made. A survey of baseline assessment in local education authorities (LEAs), covering both providers of schemes and LEAs using ‘bought in’ schemes, was carried out in summer 2000. This was followed by a parallel survey of a random sample of schools and case studies of the operation of baseline assessment in 16 LEAs. Baseline assessment was generally viewed positively and regarded as working effectively by school and, in particular, by LEA personnel. Areas of concern focused on lack of training in the use to be made of the data by schools, weaknesses concerning validity and reliability, lack of parental involvement or understanding of the process, and confusion of purposes. This study extends discussion and evidence concerning earlier phases of baseline assessment. It raises significant issues about the potential use of baseline assessment for performance management of individual teachers and, more broadly, sets the scene for the revision of statutory baseline assessment to take effect from 2002/2003. 相似文献
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17.
David Halpin 《The Urban Review》1990,22(2):131-144
The 1988 Education Reform Act requires every maintained school in England and Wales to provide for all pupils aged 5–16 years with a basic curriculum that includes a National Curriculum, comprising three core and seven foundation subjects, and provision for the teaching of religious education. While there are a number of good reasons to support the principle of a National Curriculum, the Thatcher government's version of what such a curriculum should look like is disassociated from any attempt to define systematically what kind of general, universal education is of most value in a rapidly changing world. As such, it is likely to fail the majority of children, and particularly those attending inner-city schools. 相似文献
18.
This paper is based on two studies of teacher recruitment and retention commissioned by the General Teaching Council of Wales and the ESRC. Using official statistics from a variety of secondary sources, it shows trends over time in teacher numbers in England and Wales, and examines teacher vacancies, pupil‐teacher ratios and teacher wastage. It concludes that although individual indicators, examined in isolation, are an inadequate basis for assessments of the situation, there is no evidence in the data of any ‘crisis’ of teacher supply or demand in Wales (or indeed most of England). There are regional, occasional and subject‐specific disparities, but there are now more teachers than ever before, while the number of pupils in schools is falling. The paper, therefore, considers a variety of possible explanations for the widely‐held belief that there is a serious shortage of teachers. 相似文献
19.
During the last 40 years or so, England and Wales and France have had to face the challenge of trying to educate a significant number of young immigrants whose mother tongue is not that of the host country. This paper compares and contrasts the approaches adopted and the measures taken to develop the linguistic competence of these young immigrants in the two countries, with particular reference to Toulouse in France and the London borough of Brent in England. Initially segregationist, the approach in both countries is now more integrationist, particularly in Brent. The differences in approach and provision reflect the differing educational traditions of the two countries. The degree of individual attention which immigrant pupils may receive differs in Brent and Toulouse. There are indications of success in developing second language skills in France, but national data on the effectiveness of second language teaching in England and Wales are lacking. Little mother-tongue tuition takes place in either country. 相似文献
20.
Mervyn Flecknoe 《欧洲师范教育杂志》2002,25(2-3):119-134
In England and Wales, Teacher Training Agency funded professional development for teachers must be evaluated for its impact on pupils in schools. Further, it is the responsibility of the Higher Education Institution to provide evidence of impact. A case study illustrates the possibilities and difficulties of providing such evidence. The article concludes that, although this is a desirable development, ethically sound and politically correct, evaluation of impact is probably unrealistic for the majority of programmes. The evidence presented here was used by Leeds Metropolitan University in the recent inspection of its provision. The programme was rated at 'one' (the highest point) on a four-point scale for impact. 相似文献