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Jenny Morris, freelance researcher, David Abbott, research associate at the Norah Fry Research Centre at the University of Bristol, and Linda Ward, Director of the Norah Fry Research Centre at the University of Bristol, carried out research to look at whether the current system of legislation and regulation is adequately protecting and promoting the interests of disabled children placed at residential schools. This article summarises some findings from the research which investigated the decision-making processes leading to residential special school placements and explored the involvement of education and social services authorities after placements have been made. The research found that the needs of individual children are not central to these decision-making processes; and that the local authorities who make such placements do not pay sufficient attention to protecting and promoting children's educational or care needs once they have gone away to school. Jenny Morris, David Abbott and Linda Ward indicate some of the ways in which current practice could be improved; make recommendations for future developments; and call for further research into the role of special residential schools in the context of policy on educational and social inclusion. 相似文献
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David Bearman 《Archives and Museum Informatics》1997,11(3-4):205-211
This paper is an overview of the issues and concerns in the last decade of electronic records research. It highlights some achievement and identifies areas in which there remains a need for work, but mostly it examines the changing perception of what constituted the important questions in a field which was evolving quickly. 相似文献
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Wilson Bain 《Educational studies》1993,19(3):373-377
This paper assesses the significance of articles in the Scottish Government Yearbook, 1976‐92, for understanding of educational issues in that period. Experienced writers contributed 20 such articles on schooling, training, tertiary education, the Technical and Vocational Education Initiative, parental choice and devolved management. All are important for aspects of education systems in the United Kingdom, either because they concern distinctively Scottish approaches or they explore common themes across Britain and beyond. Many draw upon the history and cultures of Scottish and English education, to place educational policy in as broad a social context as is possible within the compass of 10 to 40 pages. The Yearbook has now metamorphosed into a quarterly, Scottish Affairs. It has played a distinctive role as an annual of record and debate to serve the present decade. 相似文献
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John Ashworth 《Higher Education Quarterly》1997,51(2):164-188
Since 1990, there has been considerable debate concerning the benefits of the expansion of higher education and the appropriate way to fund such an expansion. This paper demonstrates that three factors are decisive to the individual contemplating higher education: national economic growth; the relative earnings of graduates and non-graduates; the difference between the average and the marginal student. The results, of analysis based on rates of return, reaffirm the view that a proportion of the costs involved in higher education can be transferred to the graduates themselves in the form of loans. However, there appear to be limits to the costs that can be transferred if all students are to judge that undergraduate study is a worthwhile proposition. Notwithstanding this, most students could be lent more income to study than is now the case and indeed an average student would be advised to take any loans despite the greater debt. Marginal students, however, are making a risky private investment and, therefore, any decisions to further expand may result in students not taking up the places. 相似文献