共查询到20条相似文献，搜索用时 375 毫秒
1.
Jaswinder K. Dhillon 《British Educational Research Journal》2009,35(5):687-704
Partnership is a dominant theme in education policy and practice in England and in other western countries but remains relatively under-researched, especially with respect to what sustains a partnership. This article draws on a study of partnership working in the field of post-16 learning that revealed the role of dimensions of social capital in supporting and sustaining the case study partnership. The research adopted a grounded approach and used multiple methods of data gathering including observations of partnership meetings, semi-structured interviews and documentary research. The findings reported here focus on aspects of partnership working and facets of social capital that support and sustain partnership, including multiple layers of collaboration, networks and networking, high levels of trust and shared norms and values amongst key participants. The analysis suggests that the contested concept of social capital provides a useful theoretical frame for understanding the basis of sustainability in education partnerships. 相似文献
2.
Drawing on data from a three‐year study (2008–2011) of partnerships of schools and colleges delivering the 14–19 Diplomas in England, this article examines how the dynamics of local partnerships were shaped by a contradictory policy landscape in which some policies strongly promoted collaborative working whilst others reinforced competition between institutions. Semi‐structured interviews with 136 Diploma consortium leads and case studies of 30 Diploma consortia were undertaken. Most partnerships founded in direct response to government demands for collaboration were strategically and operationally less effective than those that had been formed earlier as a positive, dynamic response to locally identified interests/needs and had evolved over time. When key levers towards collaboration were removed by the new UK Coalition government (2010) and new policies restated the arguments for institutional autonomy and competition between institutions, the fragility of the ‘enacted’ partnerships became immediately apparent. Although members of Diploma consortia with a history of effective partnership working remained committed to the principle of collaboration, other policy developments such as the introduction of the English Baccalaureate and the recommendations of the Wolf Review on vocational education contributed to uncertainty about whether partnership working could, or indeed should, be sustained. 相似文献
3.
Claire Gray 《Higher Education Quarterly》2016,70(1):43-58
This paper reports on research into the operation of English further/higher education, with a focus on the role of partnerships in supporting the massification of higher education. The research draws on the bottom‐up policy implementation tradition to provide analysis of the effects on partnerships of a quasi‐marketised environment. The rationale and effects of market orientated policy are discussed with reference to empirical data from college staff and partnership managers. In employing the concept of the ‘street‐level bureaucrat’ as an agent of policy implementation, this research contributes to the interpretation of policy and partnership which has previously been unexplored within the further/higher education context. Conclusions are drawn with implications for the development of college higher education delivered in partnership. 相似文献
4.
Olena Fimyar 《教育政策杂志》2013,28(6):571-594
Educational policy‐making in the Commonwealth of Independent States (CIS) is still building upon the ambivalences and uncertainties of post‐communist transformation. The international support, expertise and discourses – coupled with communist legacies, stalled democratic developments and national discourses – produce unique effects on education in each of these countries. This paper is an attempt to conceptualise educational policy‐making (with its disparities between ‘democratised’ discourses and ‘Sovietised’ practices) as a form of emerging governmentality or governmentality‐in‐the‐making on the level of the state, using Ukraine as a case study. Analysing policy‐making through the perspective of emerging governmentality brings into focus the genealogy of post‐independent reforms, which is (as a part of the technologies of government) threaded into a broader governmental project of restructuring the state and legitimising its rationality. The final empirical part of the paper presents a discourse analysis of selected curriculum choice and assessment policy documents (1999–2003) and embedded in them the complex interplay of internal and external discourses, which work together to construct and justify the emerging governmental rationality of post‐communist Ukraine. 相似文献
5.
Martin Dyke 《International Journal of Lifelong Education》2013,32(4):266-275
There has been widespread discussion that a new ‘settlement’ is emerging in post‐compulsory education, a political settlement that has progressive educationists, unions, business, the Labour Party, the New Right and Government sharing a similar vision of vocational education for the 21st century. It is argued that this policy consensus is consistent with the post‐Fordist analysis of economy and that such an analysis may ‘offer bonuses to radicals’ (Kumar 1992: 66). This paper provides evidence in support of Avis (1993) that a new ‘settlement’ exists, and that a consensus has emerged in policy proposals for the rationalization of the ‘New Qualifications Framework’, a consensus in which parity of esteem between vocational and academic qualifications was central and supported by government in the introduction of the General National Vocational Qualification (GNVQ). Yet GNVQ as part of the New Qualifications Framework has been characterized as a form of tripartite education post‐16. This paper will examine the New Qualifications Framework and argue that a settlement has emerged which will facilitate further rationalization of the post‐16 curriculum, rationalization that will provide an overarching Advanced/NVQ, Level Three Award, similar to the ‘British Baccalaureate’ or ‘General Education Diploma’ of the National Commission on Education. If the New Qualifications Framework proves credible, modularization within the framework provides a key to incremental change towards comprehensive tertiary education. 相似文献
6.
7.
Marissa Rollnick 《Studies in Science Education》2013,49(1):93-121
In this paper we combine the findings from two recent studies relating to participation and attainment in school science – a re‐analysis of existing official data for England and a review of wider international research evidence in the literature relevant to the UK. Although the secondary data are drawn mainly from England, the comprehensiveness of these datasets, together with our inclusion of a review of international studies on maths and science participation provides a useful reference point for an international audience. The research was prompted by concerns over a reduction in the uptake of the physical sciences post‐16 and especially in higher education and interest in ways of encouraging the study of science by students from less prestigious socio‐economic status backgrounds. Such concerns are not unique to the UK. Using large‐scale official datasets we show that participation and attainment in science are stratified by socio‐economic status. Students from poorer families are less likely to take sciences at post‐16 than many other subjects and those who do are then less likely to obtain grades high enough to encourage further study of the subject. No conclusive evidence has been found to explain this satisfactorily. Plausible reasons suggested in the literature include the relative scarcity of local opportunities putting off those who do not wish to study away from home or the perceived time demands of studying science, and so the difficulties of combining part‐time study and part‐time work for those needing to continue earning while studying. Direct support from professional parents may also lead to greater participation in post‐16 science for students from higher SES. Perhaps the simplest explanation is that participation in science at any level is often predicated upon success at the previous educational stage. There are clear differences in science attainment at age 16 between students of differing backgrounds, which could explain the subsequent differential participation. However, these differences are not dissimilar to those for all subjects. The largest gap presented in the paper is between students eligible and not eligible for free school meals. We also show that these patterns appear early in the life of children. At ages 7 and 11, attainment in the three core subjects (English, maths and science) is negatively related to living in an area of deprivation. The paper ends with a discussion of suggestions for research, policy and practice emerging from this review of the evidence. 相似文献
8.
Marie Brown Ana Macatangay 《International Journal of Research & Method in Education》2013,36(1):35-45
Teacher professional development has come to be recognised as a major policy tool as part of the UK Government's agenda for raising standards and school improvement. These demands call for new approaches to professional development. We need to reconceptualise what teachers learn while at work as professional development which can complement direct work with children. The study reported on in this article is an attempt to investigate the impact of teacher inquiry as part of an action research project on three teachers involved in the North West Consortium for the Study of Effectiveness in Urban Schools (NWCSEUS). This was a partnership of schools, Manchester and Salford local education authorities, the University of Manchester and Manchester Metropolitan University set up with the intention of establishing a research culture in schools in order to improve practice and raise teaching standards. The aim of this particular study was to undertake a critical analysis of the impact of the NWCSEUS project on three teachers’ professional development as well as to provide relevant information on the critical components of teacher inquiry. Using the methodology of a multiple‐case design, a cross‐case analysis was drawn up NUD*IST software was used to aid analysis and category development. The teachers reported on demonstrated the positive impact that teacher inquiry can have on both individual teachers and the school as a whole, as through a teacher inquiry culture, schools can become learning environments where teachers continuously plan and evaluate for school improvement and effectiveness. 相似文献
9.
The rhetoric of partnership is ubiquitous in the current policy context. In education, partnerships take a number of forms among which is ‘interorganisational collaboration’ (IOC), defined as a partnership between institutions/organisations aimed at developing synergistic solutions to complex problems. But policy has a tendency to veneer, obscuring its enactment. The purpose of this paper is therefore to examine what such partnerships look like on the ground. Here we present an empirical analysis which aims to produce knowledge about the working of such collaborative groups and to provide insights into leadership within such partnerships. Drawing on communicative constitution of organisations operationalised within a schema for understanding the emergence of collective identity in IOC, we undertake an analysis of meetings held by a working group comprising academics and local authority staff set up to develop masters-level work-based professional learning for teachers. We ask, how do professionals working within different contexts create a collective identity that supports decision-making, and what are the implications for leadership? 相似文献
10.
Stephen M. Cullen Mairi‐Ann Cullen Geoff Lindsay Steve Strand 《British Educational Research Journal》2013,39(6):1025-1043
Family policy was a key component of the ‘New’ Labour government's family, social and education policy, and a wide range of family focused initiatives and interventions designed to ‘support’ families and improve individual, family and social outcomes were introduced. The post‐May 2010 coalition government's family policy exhibits key elements of policy continuity. There have been strong, class‐based critiques of this approach to social policy, which have argued that policies were informed by a project to recreate the working class. A key English family policy initiative, the Parenting Early Intervention Programme (PEIP) ran from September 2006–March 2011. The national evaluation of the PEIP was a large scale combined methods study of the implementation of parenting programmes in all local authorities in England, and forms the evidential base of this article which was built upon the completion, by participating parents, of three standardised pre and post parenting course questionnaires (N = 4446). A sample of 133 participating parents was also interviewed using semi‐structured interview schedules. The evidence from the PEIP evaluation showed the heterogeneous class nature of the PEIP cohorts, which over the roll‐out of the initiative, incorporated a larger number of middle class parents. In addition, the qualitative data indicated that parents had strongly positive participant perceptions of PEIP courses, characterised by ‘mutual reach’, and did not experience the courses in classed terms.The evidence from the quantitative and qualitative data collected for the national evaluation suggests that it is difficult to conceptualise the PEIP, as an example of the Labour government's family policy, in class terms—such an approach requires, at the least, major qualification. 相似文献
11.
Larry Prochner Ailie Cleghorn Nicole Green 《International Journal of Early Years Education》2008,16(3):189-201
This paper draws on the comparative and qualitative data from a triple case study carried out in three semi‐rural early childhood education centres in Canada, India, and South Africa. The primary objective of this four year study was to provide in‐depth understanding of the ways in which policy, practice, and culture intersect in semi‐rural contexts. This article focuses on the organisation and use of materials in the preschool space as a means to examine the interplay between indigenous cultural norms as these relate to working with children and trends towards uniformity or globalisation of early childhood practice. 相似文献
12.
Collaborative working has been part of official government policy for some time and whilst a great deal has been claimed about its benefits, in terms of better quality services and improved outcomes, it would seem that translating policy intentions into practice has hitherto proved a challenge. Moreover, evidence concerning the effectiveness of collaborative working in education, health and social care remains limited and thinly spread. One response to this dilemma has been to introduce shared learning opportunities through the incorporation of inter‐professional education (IPE) modules into the curriculum of professional training programmes. This paper presents the findings from a study to evaluate the experience of a cohort of students from a range of different nursing specialities, undertaking a collaborative working module as part of their professional training at one UK university. The module aimed to critically analyse the philosophy of collaborative working and to encourage role appreciation and the values of different nursing, health and social care cultures. The module used shared learning during lectures, small group work and presentations in order to promote collaborative working within the educational setting. Using a mixed method design, incorporating a pre‐ and post‐survey and semi‐structured interviews, it was found that students revealed a strong commitment to collaborative working despite awareness of the problems that frequently have to be overcome. The major barriers identified from the survey were professional tribalism along with status and power differentials. These themes were explored in greater depth during the interviews where the module was seen to have enabled students to develop greater confidence in applying their professional knowledge, alongside developing improved communication and teamwork skills. The study offers some fresh insights into the most effective way of training nurses for collaborative working and the importance of promoting critical models of collaborative practice. 相似文献
13.
Una O'Connor 《欧洲特需教育杂志》2013,28(3):253-268
The relationship between a parent and their child who has SEN is one that, by necessity, is shared with a larger than usual group of professionals. It is perhaps inevitable, then, that this relationship has been an occasionally precarious one, with a potential for conflict due to differing perspectives and priorities. Although the ideal of partnership between parent and professional was originally defined in the Warnock Report in 1978 as a preference for equality, the constitution of partnership has continued to be viewed with a degree of caution. The contribution of parents in the education of their child has been a long‐standing yet somewhat relegated feature of policy reform, where limited investigation of parents’ views has perpetuated the consensus that multiple perspectives are rarely obtained. This paper explores the premise of partnership in Northern Ireland, with reference to parents’ relationships with the cross‐section of professionals who constitute an inevitable by‐product of having a child with SEN. Specifically, it will refer to their perceived status as partners within procedural infrastructures, and identification of those factors that have challenged the premise of partnership. The paper will present some findings from a phenomenological study involving 20 parents. This represented the third and final stage of a large scale research study involving quantitative and qualitative data collection. In Northern Ireland, the dual prerogatives of special education and inclusion have acquired commensurate currency as part of an ongoing process of social reform and education rationalisation. This meant that much of the research was undertaken against a backdrop of emerging educational policy and legislation for SEN, disability and inclusion. It is a timely opportunity, then, to review existing challenges and to consider possible alternatives for future partnerships 相似文献
14.
Phil Hodkinson 《Educational studies》1991,17(2):191-203
Within the post‐16 scene in England, curriculum innovation is currently endemic. Such change is often viewed as taking place in two separate contexts, the practical context of the classroom, and the theoretical, debating context of staffroom and LEA. Both contexts are explored through one case study of a teacher‐led innovation, attempting to use part‐time CPVE with A‐level students. It is shown that the contexts are not separate, but closely linked, in an organic and dialectical way. In the instance reported, the dysfunctional nature of these inter‐relationships was a major point of weakness in the innovation. The paper concludes that previous notions in the literature about the separation of the two contexts are over‐simplified, and that both innovators and researchers should show greater awareness of these interrelationships in future. 相似文献
15.
Martin Merson 《Curriculum Journal》2013,24(3):295-305
SUMMARY This paper explores the influence of two government departments, the Department of Employment and the Department of Education and Science (now the Department for Education), on post‐16 provision during the last decade. In acknowledging the underlying move to vocationalizing the post‐16 curriculum and processes, two new concepts are introduced for distinguishing those policies intended for the short‐term control of entry to the labour market, regulatory vocationalism, and those longer‐term policies of anticipatory vocationalism intended to raise the skill and knowledge base of the workforce for an uncertain and highly competitive economic and employment future. The paper examines the main instruments of policy from A New Training Initiative: A Programme for Action (DE/DES, 1981) to Education and Training for the 21st Century (DES/DE, 1991), arguing that over the decade it has been the immediate social and political contexts which have largely determined policy towards post‐16 provision and therefore led to a period of superficially episodic initiatives. However, it is further argued that whereas the rhetoric of policy is shifting towards a longer‐term vision, the changes in education and training infrastructure are only compatible with short‐term concerns. 相似文献
16.
Mary Bailey 《教育政策杂志》2013,28(4):555-572
This paper presents the case of a relatively low-profile policy initiative that has been successively reframed as part of larger policy ensembles within UK schools over a six-year period, and translated during this time at national and school levels. The policy examined is that of study support or out-of-hours learning. The trajectory of this policy is traced as it is first launched within an educational policy ensemble around the raising achievement agenda and then re-framed as part of the then New Labour government’s major educational and social policy agenda of Every Child Matters. Drawing on interview data from head teachers and teachers, the ways in which study support policy was translated in two contrasting schools over this period is explored, highlighting different tensions with national policy and local agendas. The ‘fate’ of study support as an initiative is questioned following a change of government in the UK and in the context of global education policy developments. This analysis of the re-framing of a low-profile policy adds to our understanding of the cycles of policy ensembles and their translation by different agents in different sites over time. 相似文献
17.
Models of Personal Development Planning: practice and processes 总被引：1，自引：0，他引：1
《British Educational Research Journal》2006,32(1):57-76
This article presents an analysis of case study data from a project evaluating Personal Development Planning (PDP) at a large post‐1992 university in England. The study was undertaken as part of a strategy of encouraging schools to build on existing experience while at the same time ensuring consistency with new national guidelines for the implementation of PDP across the whole sector. The aim of the research was to understand the models already available for supporting and developing PDP, and the views of different stakeholders about the place of PDP in the curriculum. The research was designed to engage with teacher beliefs in order to provide models of practice that could inform innovation. The study was based on interviews with staff and data were analysed on the basis of clusters of features to create models of different practices and approaches. Three ideal types of PDP emerged: professional, employment and academic. Each of the modes was associated with particular disciplinary domains, although none of them existed in pure form. The data suggest that pedagogic identities based on introjection and strong boundary maintenance displayed greater tension in relation to PDP than those areas already constructed on projection. UK moves towards PDP are part of an international trend. The great advantage of case study data, however, is that they allow insight into the dynamics of implementation at the local level and in this case the potential of generic initiatives based on projection to destabilise aspects of academic identity. New initiatives are more likely to succeed if they engage positively with teacher beliefs rather than being posed in contra‐distinction to them; the first step, however, is to understand and theorise them. 相似文献
18.
Magnus Dahlstedt 《教育政策杂志》2013,28(6):787-801
In recent years, governing through partnerships has become more and more common and is today reflected in a range of policy areas. In the following article, governing through partnerships is analysed in Swedish education policy around the turn of the millennium, where the notion of partnership has had a large impact. Using as its point of departure a theoretical perspective inspired by Michel Foucault, the article analyses the calls for partnership in Swedish education policy as part of a set of governmental rationalities forming individuals into partnering, that is active and responsible, citizens. In the article, some of the long‐term consequences of the uses of the concept of partnership in Swedish education policy are discussed, focusing particularly on issues of inclusion/exclusion and democratic regeneration. With the idea of governing through partnerships, it is argued that the political landscape is redrawn. The role of the State, for instance, is increasingly to leave room for various voluntary and independent actors and associations, to co‐ordinate and interact, as a partner, among others, rather than directing society ‘from above’. 相似文献
19.
Jonathan Payne 《教育政策杂志》2013,28(4):519-545
In 2008, the UK Labour government unveiled plans to abolish the Learning and Skills Council and transfer funding for the education and training of 16–19‐year‐olds in England to local authorities (LAs). The transfer of 16–19 funding complements the responsibilities that LAs have already acquired in relation to the raising of the education and training ‘participation age’ and ensuring that all young people have access to a full 14–19 curriculum entitlement in their area. Such a move might be read as part of the ‘new localism’ that has gained currency under the Prime Minister, Gordon Brown, as well as an opportunity to rein back from an English education and training system that has become increasingly centralised and ‘top‐down’. Indeed, some commentators have argued for a new model of governance based on ‘devolved social partnership’, with input from a wider range of stakeholders and the space for policy levers to be shaped more at local level. Drawing upon interviews with key personnel in LAs and other stakeholders, this paper examines the opportunities and challenges that LAs face in their new role, whether this amounts to a genuine devolution of power, and the prospects for ‘devolved social partnership’. 相似文献
20.
The 10‐year anniversary of the first democratic elections in South Africa in 2004 provoked much reflection and fuelled new policy debates on both the progress and failures of educational reform. While a myriad of achievements have been touted and are well‐known to international audiences, a swelling critique from inside South Africa shows that much work remains to be done. By glancing backward as a way to understand how to move forward, we review several important recently published books on post‐apartheid education policy to learn how policies were conceived, what went well and what went seriously wrong. In engaging this extended analysis we provide a glimpse into the unique set of circumstances and challenges faced by the South African government over the last 15 years (namely the tensions between equity and redress and global competitiveness), while offering a sustained critique of the resulting policy outcomes through a social justice lens. 相似文献