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71.
Geoffrey Walford 《Educational studies》2000,26(2):247-262
This paper examines the implementation of that part of the 1993 Education Act for England and Wales that concerned sponsored grant-maintained schools. The 1993 Education Act for England and Wales introduced changes that allowed the expansion of the supply side of the quasi-market of schools. As a result of that Act, since April 1994, it has been possible for groups of parents or independent sponsors to apply to the Secretary of State for Education and Employment in England or the Secretary of State for Wales to establish their own grant-maintained schools. Additionally, existing faith-based or other private schools could apply to become re-established as grant-maintained schools. This paper gives an account of the results of this 'policy adventure', and suggests that insights can be gained about the nature of the policy process through a consideration of 'policy as text' and 'policy as discourse'. 相似文献
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Geoffrey Short 《Cambridge Journal of Education》2000,30(2):291-305
The premise underpinning this article is that if the Holocaust is taught well it can help to promote anti-racist goals. The need to realise the Holocaust's anti-racist potential is self-evident, but is arguably greatest where conventional anti-racism (aimed at enhancing the life chances of visible minorities) is under threat. Such a situation currently obtains in Ontario, where the right wing Progressive Conservative party was elected to office in June 1995. The uncertain future of anti-racism in the province provides the background to this article. It examines the teaching of the Holocaust in Ontario high schools and reports the findings of a survey carried out among history staff in May 1998. Various ways are suggested in which the teachers involved (and others elsewhere) might alter their approach to the Holocaust in order to strengthen its contribution to anti-racist education. 相似文献
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Netta Weinstein Jennifer A. Chubb Geoffrey Haddock James R. Wilsdon 《Higher Education Quarterly》2021,75(1):146-160
Little is known about how researchers in higher education institutions (HEIs) experience and respond to support received from their departments. The present study investigated how support for researchers' autonomy (choice and self‐expression), relatedness (through connections with colleagues) and competence (feeling effective in one's work) influenced their attitudes towards an external assessment of research. To do so, we surveyed 598 academics from four HEIs in the UK about their attitudes towards one such external assessment: the Research Excellence Framework (REF), a nationwide assessment of research quality and the subject of debate about research evaluation. Our findings, drawing on self‐determination theory, show that departments can shape responses to the REF: individuals whose psychological needs were supported by their academic departments held more positive, and less negative, attitudes towards the REF. This occurred both directly and indirectly through researchers' recognition that the REF had a more positive influence on their research activities and outputs. 相似文献
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Geoffrey Walford 《British Journal of Sociology of Education》1988,9(4):437-451
This article investigates the views of a sample of young people in Scotland about their experiences of the Youth Training Scheme. It uses qualitative data drawn from a national postal survey of young people throughout Scotland which was conducted in 1985. It is argued that such data can be used in the generation of a simple form of ‘grounded theory’, and for gaining new insights into the way young people understand their world. In particular, the article looks at the ways in which these respondents use and interpret the terms ‘slave labour’ and ‘cheap labour’ as applied to the Youth Training Scheme, and discusses some of the aspects of the Youth Training Scheme which are felt by trainees to be unsatisfactory. 相似文献
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