Disability and the restructuring of welfare: the problem of partnership with parents     

Liz Todd 《International Journal of Inclusive Education》2013,17(3):281-296

Parent Partnership Services are now required in every local education authority (LEA) in England and Wales. Research has documented parents' experience of dissatisfaction when engaging with services responsible for providing for children's special educational needs, and differences in priorities and assumptions between parents and professionals. Analysis suggests that Parent Partnership Services have the potential to make the system work in a more understandable, friendly, respecting and involving way for parents. Evidence is drawn from interviews in Newby LEA with 24 parents and both LEA and voluntary agency Parent Partnership Officers. However, tensions and assumptions were identified that suggest a limit to authentic partnership possibilities. The political nature of the discourse of partnership continues to be ignored. There remains little awareness of the need to negotiate the meaning of partnership. Partnership was assumed to be ‘good’, with little understanding of the need to work in ways that avoided its potentially disempowering effects. Parent Partnership Officers represent a further tier of ‘professionals’, which for some parents remove them from those who are the decision-makers. Parent Partnership Services remove from schools the arena of parent partnership when a child is undergoing statutory special needs assessment. Such services move this area of partnership into a space between schools and the LEA—which may distance responsibility of schools to take seriously the need to engage with parents as partners.  相似文献   

Balancing pressures for SENCos as managers,leaders and advocates in the emerging context of the Covid-19 pandemic     

Amy L. Clarke  Elizabeth J. Done 《British Journal of Special Education》2021,48(2):157-174

This article considers the role of the SENCo during Covid-19 pandemic conditions of school lockdown with partial reopening for children classified as ‘vulnerable’. It is argued that the existing pressures and tensions already experienced by SENCos – for example, related to time, workload, status, and their prescribed managerial and strategic role – have been highlighted by pandemic conditions. Pressures resulting specifically from the pandemic are reflected by considering how SENCos will adjust to enact their role during this time. It is concluded that an advocacy role for pupils with special educational needs and disability, who are at risk of becoming increasingly marginalised within school and wider communities during this pandemic, should now be considered a central element of the SENCo’s remit.  相似文献   

Editorial     

Liz Brooker 《Early Years: An International Journal of Research and Development》2014,34(1):1-3

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Book Review: Perspectives on the teaching and learning of phonics     

Liz Poole 《Journal of Research in Reading》2004,27(2):188-190

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The power of relativism     

Liz Jackson 《Educational Philosophy and Theory》2017,49(6)

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Current conceptions of literacy – insights from work with children and older learners with sensory needs     

Linda Watson  Graeme Douglas  Liz Hodges  Mike McLinden  Nigel Hall 《Journal of Research in Special Educational Needs》2004,4(2):82-90

There have been many efforts to conceptualise literacy, both in terms of its essence and component parts, but it has proved difficult to define. This paper considers work that is undertaken with children and older learners with sensory needs in order to promote the early stages of literacy. Recent government initiatives aimed at fostering literacy development have caused teachers of children with sensory needs to re-examine their practice. The paper discusses early literacy as part of children's attempts to communicate and describes children with sensory needs engaging in a range of activities that are termed 'literacy' by those working with them. By taking into account these activities, the authors endeavour to throw light on the broader questions around concepts of literacy.  相似文献   

Paper‐based versus computer‐based assessment: is workload another test mode effect?     

Jan Noyes  Kate Garland  Liz Robbins 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(1):111-113

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Why should I be grateful? The morality of gratitude in contexts marked by injustice     

Liz Jackson 《Journal of moral education》2016,45(3):276-290

In philosophical and psychological literature, gratitude has normally been promoted as beneficial to oneself and others and as morally good. Being grateful for what you have is conceived as virtuous, while acts expressing gratefulness to those who have benefited you is often regarded as morally praiseworthy, if not morally expected. However, critical interrogations of the moral status of gratitude should also frame the possible cultivation of gratitude in moral education. This article focuses on whether gratitude should be regarded as morally ideal, praiseworthy or expected in contexts marked by social inequity and injustice. It considers competing articulations of gratitude in philosophical and psychological research and how gratitude can be conceived in some cases as praiseworthy and in others as potentially problematic. Finally, it considers the implications of a multipronged view of gratitude for teaching for and about gratitude in social justice education.  相似文献   

Are academic outcomes of higher education provision relevant to and deliverable in the workplace setting?     

Liz Seagraves  Michael J. Osborne  Ian J. Kemp 《Higher Education》1996,32(2):157-176

Current developments in higher education strongly indicate that the way ahead in many disciplines is much closer co-operation between academia and industry. There is growing demand that recognition should be given to learning, irrespective of the environment in which it occurs.This article reflects on what are deemed to be essential components of a degree, and considers how they might be transformed into forms suitable for demonstration in the work environment. The discussion is supported by findings of a survey carried out in conjunction with a development - Structured Industrial Practice Studies - which integrates academic learning and learning in the work environment for full-time students. The findings, however, are of relevance beyond the particular model of learning and mode of attendance. There appears to be potential for achieving in the workplace aspects of courses which, in recent times, have been the prerogative of higher education establishments. However, such potential is variable between working environments and is dependent on higher education providers adapting to different structures in delivery.  相似文献   

The mathematics problem: the construction of a market-led education discourse in the Republic of Ireland     

Liz Kirwan  Kathy Hall 《Critical Studies in Education》2016,57(3):376-393

Educational change in the neoliberal state is permeated by the effects of forces from outside the field of education itself. The process of governmentality welcomes, indeed demands, the participation of those non-state actors valorised by neoliberalism as well as government agencies dedicated to the advancement of such groups. Inevitably, the concerns of such organisations become central to how the state sees education. This article traces the assembly of national and international agents from industry, business and special interest groups around the concept of ‘knowledge economy’. It treats this assemblage as an apparatus (dispositif), examining how the construction of an economic problem is brought to bear on the demand for educational change, and how this construction of the problem is used to shape public opinion in order to prepare the public for a radical change of direction. Confining itself to the reform of mathematics education introduced in the Republic of Ireland in 2010, this article traces the emergence of a mathematics discourse focused on market-led education. It interrogates the construction of ‘the mathematics problem’ or ‘crisis in maths’ and argues that the discourse of the present construction is economic in nature, centring as it does on human capital production and market-led reform.  相似文献