Publishing School Examination Results in England: Incentives and consequences     

Anne West  Hazel Pennell 《Educational studies》2000,26(4):423-436

Since 1992, the quality daily national press in England has published the examination results of secondary schools. In this paper, we discuss the policy context, the results that are published, how they are used by parents making preferences for secondary schools and the consequences of their publication. Overall, the publication of examination results has created a range of incentives for those in the education market place. These incentives serve to strengthen the position of certain categories of pupils on the one hand and certain types of schools on the other. The findings are discussed in the context of the Labour Government's focus on those at risk of social exclusion. Modified and additional indicators are proposed to mitigate the effects of the newly created quasi-market in education. 'League tables' are here to stay, for once information is in the public domain it cannot easily be suppressed.  相似文献   

Scientific publishing, 17th‐century style: precepts of Francis Bacon     

Hazel Bell 《Learned Publishing》2000,13(2):124-126

Some principles of scientific investigation, writing and publishing developed by Francis Bacon are quoted and discussed. Many are found to be just as applicable in today's world as they were in the 17th century when his major works were written.  相似文献   

Developing critical professional practice in education     

Hazel Christie 《International Journal for Academic Development》2015,20(2):206-208

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Advocacy leadership and the deprofessionalising of the special educational needs co-ordinator role     

Elizabeth J. Done  Helen Knowler  Hazel Richards  Stephanie Brewster 《British Journal of Special Education》2023,50(2):197-218

The UK government is proposing to replace M-level national award for special educational needs co-ordination training, mandated for SENCos in England, with an unaccredited national professional qualification. Such downgrading of their qualification level is intended to significantly increase the number of qualified SENCos; however, this is likely to reduce SENCos' capacity to exercise ‘advocacy leadership’ in support of students at risk of marginalization and social exclusion. We reject a neoliberal political discourse of continual improvement that neglects the need for critical literacy and research-informed inclusive practice on the part of SENCos, and suggest that endemic exclusionary practices in English schools are more likely to go unchallenged. The move towards nonaccredited SENCo status risks their deprofessionalisation, and this proposal is linked to an academisation agenda and efforts to normalize a trichotomised education system (comprising mainstream, ‘special’ and ‘alternative’ provision) by presenting such changes as an improvement.  相似文献   

Academia Europaea: trans–Continental,multi–disciplinary     

Hazel K. Bell 《Learned Publishing》1992,5(2):77-80

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Is there a need for a digital archive?     

Hazel K. Bell 《Learned Publishing》1995,8(4):245-245

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Related affairs     

Hazel K. Bell 《Learned Publishing》1997,10(4):351-353

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The dissemination of academic and research information through the learned journal and present and future alternatives     

Hazel K. Bell 《Learned Publishing》1993,6(2):44-45

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Book reviews     

Eileen Storrie  Hazel K. Bell 《Learned Publishing》1997,10(4):362-363

The Peer-Reviewed Journal: A Comprehensive Guide through the Editorial Process by Gary Michael Smith, Chatgris Press New Orleans, USA, 80 pp & 63 pp of Figs., $35.00, ISBN 0-9658380-0-5 The Book in the United States Today edited by Richard Abel and Gordon Graham, Transaction Publishers, 1997., ix, 280 pages., Index., ISBN: 1-56000-972-1 (pbk), $21.95 / £14.95.  相似文献   

What is literacy for students with severe learning difficulties? Exploring conventional and inclusive literacy   总被引：1，自引：0，他引：1  

Penny Lacey  Lyn Layton  Carol Miller  Juliet Goldbart  Hazel Lawson 《Journal of Research in Special Educational Needs》2007,7(3):149-160

This paper arises from research into inclusive literacy for pupils with severe learning difficulties who do not learn to read and write conventionally. The ultimate aim of the study was to seek out examples of good practice in teaching and learning literacy that includes students with severe learning difficulties and disseminate them as widely as possible. Thirty-five schools were visited and observations made in 122 lessons. Sixty-one teachers were interviewed and their paperwork examined. Ten focus groups and five 'expert witnesses' were consulted, alongside desk-based research designed to locate 'good practice'. Teachers used a mixture of conventional (e.g., texts) and non-conventional (e.g., pictures, film and oral) media, although more observations were made of conventional literacy teaching (e.g., phonic work) than of non-conventional (e.g., filmmaking). Results from the research suggest that few students with severe learning difficulties are likely to learn to read and write conventionally (i.e., read for pleasure, work and study) and teachers may be relying too much on teaching traditional literacy to them. It may be useful to explore teaching and learning around alternative media such as still and moving images, live theatre and storytelling, digital technology and the arts. Although some teachers are making good use of these media, the potential of these media for providing inclusive literacy experiences could be further developed.  相似文献