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1.
Diversity,specialisation and equity in education 总被引：2，自引：2，他引：0
School diversity in the UK is not a new phenomenon. However, recent reforms to ‘modernise’ the secondary school system towards greater diversity of provision, primarily in England, needs to be explored in more detail. The article begins by proposing three phases in the development of state‐funded school diversity and provision between 1944 and 1997. It then goes on to consider such reforms with the introduction of a Labour government in 1997. We argue that school diversity under New Labour represents a distinct fourth phase within this broad policy agenda. While there is some continuity in the expansion of school diversity this most recent phase is characterised by greater governmental intervention and a stronger commitment to provide greater resources for schools in disadvantaged communities. However, the paper then critically analyses the relationship between recent programmes of education diversity and equity. In particular, we go on to discuss the extent to which critics’ fears about the emergence of a two‐tier system are justified. We conclude that while the fourth phase in the UK school diversity agenda may aim to be more equitable, complementary and collaborative it perhaps fails to recognise that the education system today is more competitive and consumer‐led. 相似文献
2.
Jonathan Glazzard 《Support for Learning》2014,29(1):24-38
This article illustrates, through the story of one mainstream primary school, the tensions between the inclusion agenda and the standards agenda. The school is situated in an area of social deprivation and nearly half of the school population have been identified as having special educational needs. The story presented in this article illustrates powerfully the inherent injustice of the performative culture which pervades education and the effects of this discourse for children with special educational needs and their teachers. I argue that a policy change is needed to create a more equitable education system and that, in the absence of such a change, schools such as the one presented here will risk being categorised as failing schools. This will have disastrous consequences for the teachers' careers, children's self‐concepts and the inclusion agenda itself. 相似文献
3.
Katherine Runswick‐Cole 《British Journal of Special Education》2008,35(3):173-180
In this paper, Katherine Runswick‐Cole, a researcher at the Research Institute for Health and Social Change at Manchester Metropolitan University, engages with parents' attitudes to the placement of their children with special educational needs in mainstream and special schools. She sets her review of parents' views within the current policy and legislative context. She then moves on to explore parents' attitudes to inclusion by drawing on the social model of disability as an analytical tool and developing a typology of parental school choices. The study reported in this paper involved 24 parents who were contacted through voluntary organisations and interviewed, either in their own homes or on the telephone. The views of seven professionals were also gathered. The findings reveal that parents' attitudes to mainstream and special schooling are influenced by their engagement with models of disability. The parents' experiences suggest that, despite the shifts in policy we have seen since 1997, the process of inclusive education continues to be fragile. 相似文献
4.
近年来，我国中等职业教育规模与数量的变化，主要与高校扩招、普通高中扩张、中等职业学校布局结构调整及国家政策导向直接相关。制约中等职教扩招的主要因素在于，现有学校数量、规模变化、师资不足及普通高中的发展。为保证2010年高中阶段的普职规模相当，应加快推进校企合作、工学结合，加强成人学校的兼并、重组，大力发展民办学校，抓好薄弱地区、学校招生工作。从政策角度，应做好初中毕业生分流工作，制定促进工学结合、校企合作的优惠政策，促进地区、校际合作，深化职教体制、机制改革等。 相似文献
5.
Máiréad Dunne Sara Humphreys Alan Dyson Judy Sebba Frances Gallannaugh Daniel Muijs 《Curriculum Journal》2013,24(4):485-513
This study explored the ways in which schools addressed the needs of pupils in low-attainment class groups, or sets, in the context of multiple and contrary government policy directives and inconclusive research findings about setting. In this article we have focused on school and classroom practices as well as the organisational processes through which low-attaining pupils were identified, grouped and reviewed within schools. The empirical data reported here predominantly refer to case studies involving classroom observations and interviews with teachers, pupils and other staff in 13 schools – both primary and secondary – from four local authorities (LAs). In the latter part of the article, however, we also draw on survey data collected from a larger sample of schools in 12 LAs in England. Although the study found ample evidence of innovative school practices and efforts by individual teachers aimed at optimising the learning opportunities for children in low-attainment class groups, the findings also raise important questions about some of the processes of set allocation, the lack of mobility between sets, and the over-representation of particular social groups in low-attainment classes. We conclude with a discussion of the implications for equity and inclusion that moves beyond an emphasis on classroom practice to include questions about the in-school processes of social selection and educational mobility for pupils identified as low-attaining. 相似文献
6.
Since the election of the Labour government in 1997, England has seen policy changes leading to increased rights for students with special educational needs (SEN), including those with behavioural, emotional and social difficulties (BESD), to be educated in mainstream schools. The present paper reports on the findings of a small-scale study conducted with a sample of mainstream secondary school teachers across the UK. Semi-structured interviews were used to investigate their experiences and approaches to including students with BESD in mainstream education. Teachers spoke of the challenges to effective inclusion centring on lack of resources and level of expertise. Despite identifying a variety of strategies for working with students with BESD, the issues raised by teachers bear striking resemblance to those acknowledged in policy over 20 years ago suggesting that regardless of Labour's changes, longstanding obstacles to inclusion have yet to be addressed. 相似文献
7.
In recent decades, the basic principle in Norway’s education policy has been that all students should receive adapted education within the framework of the mainstream schools. This policy notwithstanding, the rate of students for whom special support was initiated, rose from 6.2% in 2006 to 8.0% in 2014. The study reported here developed measures for the possible causes for this unwelcome development. A questionnaire with 23 statements suggesting possible causes of the increase in the use of special support was presented to 136 teachers in primary and lower secondary school. A factor analysis revealed that 12 items formed three reliable scales for possible causes behind the high demand for special provisions: ‘Focus on students’ problems’, ‘External pressure on schools’ and ‘Early support’. The teachers stated that these causes had moderate impact. The study has resulted in three scales useful in measuring three causes. 相似文献
8.
Therese Day Anita Prunty Maeve Dupont 《Journal of Research in Special Educational Needs》2012,12(3):141-150
As more students with special educational needs attend mainstream schools, it is critical that the role and operation of special schools be examined. This article reports on two case studies, one special school in England and one in Ireland, which formed part of a national review of the role of special schools and special classes in Ireland. Two students, in each case study school, were shadowed and observed during two‐day visits by the research team. These students, and everyone belonging to them, were interviewed and relevant documents were analysed. Findings are discussed in terms of responding to students' needs through: organization of teaching and learning, curriculum, leadership, specialist staff, collaboration and links outside the special school. The implications are considered with reference to research, policy and practice and the authors conclude that the evidence provides support for maintaining the special school as an integral part of the continuum of educational provision for students with special educational needs. 相似文献
9.
This paper argues that the New Labour government' school effectiveness/target-setting strategy for reducing school exclusions is a flawed one. It deflects blame on to individual schools for problems which have as their source more deep-seated changes both in educational policy and in the wider society. A more positive way forward is to learn lessons from the recent research literature addressing the causes of the increase in school exclusions. 相似文献
10.
日本专门学校大都由个人或私营企业出资兴办,日本政府给予了举办者积极的政策支持。学校以培养学生掌握一门实用的技能为办学宗旨,毕业生深受企业欢迎。在学校的招生和就业指导机构,学生享受到了“入学-教育-毕业-继续教育”的一条龙服务。从多种渠道挖掘兼职教师的做法以及极强的市场观念,使日本专门学校获得了长足的发展。围绕某一服务领域,培育强势专业,实施跨地区办学、连锁式设校,已成为目前日本专门学校的一种办学趋势。 相似文献
11.
This paper traces the trajectory of New Labour education policy since the formation of the first New Labour government in 1997. During that time the policy discourse has moved from a position of individualized school improvement through competition, to one where there is an emphasis on ‘partnership’ and ‘collaboration’ as key mechanisms for improvement. We note, however, that ‘specialism’, ‘diversity’ and ‘choice’ are still key components of policy and that ‘partnership’ often denotes a deficit model, with more successful schools supporting (or in some cases taking over) less successful ones. Although there are the beginnings of a recognition that social class and social deprivation are factors which make achievement at school more problematic, generally New Labour policy has not attempted to alleviate the tendency to social polarization which has emerged as a result of school choice policies. 相似文献
12.
Pennee Kantavong 《International Journal of Inclusive Education》2018,22(7):767-786
This article investigates inclusive education practices in schools under the jurisdiction of Thai local government through a study of schools in Khon Kaen Municipality in Northeastern Thailand. Thailand’s 1997 Constitution and 1999 National Education Act both legislated that the educational system must become inclusive, and under these laws schools are required to admit all groups of children, including children with special educational needs (SEN). This study sheds light on the situation of inclusive education in schools with regard to administrators’ policy implementation, teachers’ practices, and parents’ perception of inclusive education management. The findings derive from a survey of 11 school administrators, 114 teachers, and 274 parents (of 137 regular and 137 students with SEN), together with six focus groups with administrators and teachers from six schools. The results demonstrate that most school leaders support inclusive classrooms, most teachers are willing to work with SEN students, and parents of regular students accept the concept of inclusion. Actual practices of inclusive education vary, however, depending upon the perception of administrators and the will of the teachers to implement inclusive education. Furthermore, the results demonstrate that the policy of the municipality may have resulted in the development of inclusive practices in schools under its jurisdiction. 相似文献
13.
Changing school loyalties and the middle class: A reflection on the developing fate of state comprehensive high schooling 总被引：1，自引：0，他引：1
Craig Campbell 《The Australian Educational Researcher》2005,32(1):3-24
Of all Australian secondary schools in the current period, the government comprehensive high school is in most difficulty.
This article looks at the developing fate of this school in terms of middle class social practice in relation to changing
schooling loyalties. The recent work of Michael Pusey, Stephen Ball, Janet McCalman, Richard Teese and Judith Brett on the
middle class is reviewed to give the discussion an historical and contemporary sociological context. The main idea addressed
is that the middle class is being ‘forced’ to leave public schools. Government policy on state aid since the (1960s is interpreted
as encouraging the departure of the middle class from public schooling, though not evenly in all regions or different kinds
of government school. The article analyses census data for New South Wales from (1976 to 2001, using the categories of family
income, fathers’ occupation and labour force status as quantifiable indicators of changing school loyalties in the middle
class. The article concludes that state comprehensive high schools face a difficult future. Increasingly these schools are
seen as schools of ‘last resort’, or schools to which students are sent where active choices are not possible, or are not
made by apparently neglectful parents. This occurs in a period in which ‘good citizenship’ is defined less in terms of responsibility
to the welfare of broad collectivities in society, but in the informed strategic pursuit of private interest. 相似文献
14.
Chris Marshall 《British Journal of Special Education》2008,35(2):69-77
In this invited article, Chris Marshall, teacher, educational psychologist, university lecturer, and a former book reviews editor for BJSE who has been a leading figure in Her Majesty's Inspectorate, examines the inspection of schools over a period reflecting the 35 years during which BJSE has been published. Chris Marshall provides here a history of school inspection as an activity and traces key changes in provision for pupils with special educational needs in England. He examines the purposes of inspection and explores the role that inspectors have played in monitoring the impact of profound changes in legislation and policy upon pupils with special educational needs. He asks searching questions about whether the inspection regime has fulfilled its purposes in respect of these pupils – especially in relation to the vexed question of raising standards. Chris Marshall then provides a critique of inspection methodology – and an overview of the changes that have been introduced in the inspection system as a result. He reviews the contributions that inspection has made to our understanding of how children with special educational needs learn, and looks to the future to consider how inspection could be made to contribute more effectively. 相似文献
15.
This article gives a brief overview of the place of religious observance (RO) within Scotland’s non-denominational state school sector, and the background to recent changes in educational thinking and government policy which led to new guidelines being introduced in 2005. The article reports on a study conducted in 2008 into the reception of the new RO guidelines and their implementation within three primary schools and one secondary school in a local authority area, together with empirical data from each of the four case studies and interview extracts from head teachers, RO practitioners and pupils. The article then highlights some problems arising from the new guidelines and suggests some areas for future empirical research. 相似文献
16.
David H. Hargreaves 《教育政策杂志》2013,28(3):230-239
This paper considers the impact of recent legislation on the role and function of local inspectorates/advisory services in relation to their role in monitoring the quality of schools and in fostering school improvement. It examines both the common ground and differences in the approach taken by successive Labour and Conservative governments and explores the nature of the demands now being made on inspectors which are not consistent with the existing preferences and practice of inspectors. The paper analyses some of the tensions between accountability and school improvement in government policy and on the basis of the writer's experience as a Chief Inspector suggests ways in which the two may be combined. 相似文献
17.
18.
Joanne Banks Denise Frawley Selina McCoy 《International Journal of Inclusive Education》2013,17(9):926-943
In line with the increasing policy emphasis on inclusive education, there is now a greater focus on how best to provide for students special educational needs (SEN) in mainstream schools. However, there is little consensus internationally as to the most equitable way in which to support these students. Despite ongoing evaluations of the existing funding structures, there has been little discussion to inform future changes and ensure an equitable distribution of resources. This paper examines the system of SEN funding in Ireland during a period of policy change. Using data from a National Survey of Schools, we examine the profile and distribution of students across different school contexts to assess the extent to which the existing funding model targets those most in need. Findings show that the current through-put funding system broadly targets students with SEN but in any new model, there is room for greater differentiation in the allocation of funding, particularly within disadvantaged school contexts. The paper highlights the need for further discussion around how we conceptualise special education in mainstream education. We argue for greater emphasis on student outcomes and school accountability where SEN funding is received to support students. 相似文献
19.
High school transition – an intervention that empowers children with special educational needs and improves school practice 
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下载免费PDF全文 This article discusses the process and results of a junior school initiative from a local authority in the East of England, to ensure that vulnerable pupils in the school experience a successful transition to high school. The resulting project is the consequence of an inter‐organisational collaboration between the junior school, a secondary school and the local educational psychology service. The transition intervention, which is the first product of this project, was borne from the ideas of year 7 students with special educational needs, which were analysed and presented visually into a transition booklet, later used in the intervention with year 6 pupils. At the end of the intervention, the year 6 pupils provided feedback, which informed first changes in the intervention. Overall, the intervention was successful and because of the interest drawn, it was decided to extend the initiative to other schools with year 6 pupils. 相似文献
20.
Trish McMenamin 《British Journal of Special Education》2014,41(1):25-41
Special Education 2000 (SE2000), New Zealand's first official special education policy, declared the aim of achieving a ‘world class inclusive education system’. It would seem that, by implication at least, the intention of the policy was to achieve full inclusion of all disabled children in mainstream educational settings and thus, consequentially, the demise of separate special school provision. Given this, it would be fair to expect that intentions with respect to special school provision would feature prominently in the policy. However, surprisingly, this was not the case; only brief references to special school provision can be found in the policy material and certainly nothing that would constitute a clearly articulated policy objective for this type of provision. In this article, Trish McMenamin of the University of Canterbury, New Zealand, argues that a plausible explanation for this somewhat curious absence is that the differing ideological premises of inclusion and neoliberalism that underpinned SE2000 served as boundaries to what could be said and thought in that context and at that time. This, it is suggested, led to a policy position in which a role for special schools could neither be confirmed nor denied. 相似文献