Young people’s and parent’s perceptions of managed moves

The current research aimed to increase understanding of the experiences of young people and their parents of managed moves, what contributed to success and the nature of the challenges experienced. The study was conducted in one English Local Authority, where five young people and their parents were interviewed. Five superordinate themes emerged from the interviews, relating to: the initial process (people, trail period, managed moves as a positive solution); the reasons for the move (bullying/social isolation, breakdown in relationships with staff); conceptions of success (happiness, improved self-perceptions, learning and progress), factors contributing to success (fresh start/clean slate; home–school communication; pastoral support, school suitability) and problems arising (moving a problem, narratives around young people, timing and family stress). The findings are discussed in relation to implications for practice.     

Children in care or in need: educational progress at home and in care

ABSTRACT

By age 16 the attainment of most children in or on the edge of out of home care has fallen well behind the average for their age. This paper uses the English National Pupil Database to examine how much of this falling behind occurs before the age of seven, and how any subsequent decline relates to time in care as against time outside it. We compare the previous progress of three groups of 16-year-olds: 5175 looked after by the state (CLA), 17,392 in need but not in care (CIN), and 22,567 children matched with the CLA or CIN on initial attainment, special educational needs, and eligibility for free school meals. We found that the attainment of the CIN and those CLA not yet in care was around one standard deviation below the cohort average at age seven. It then fell relative to their peers while their rate of unauthorised absences and exclusions grew. Removal from home to care appeared to halt or greatly reduce this decline but did not, on average, reverse it. We conclude that educational interventions for CLA should also include CIN, start before seven, target both school and family, and exploit the educational opportunity which care provides.     

Uprooting music education pedagogies and curricula: Becoming-musician and the Deleuzian refrain

Based on the British choralism movement of the nineteenth century, the historical legacy of music education in Canada and the US is one of social control. By the twentieth century, North American music educators used choral singing and music listening to teach music literacy skills to groups assumed to be in need of ‘improvement’: the working class, immigrants, and school-age children. Deploying so-called good music to improve moral character and instill national pride, their goal was to create docile citizens content with their place in society and committed to hard work. Exclusions, stereotyping, and arbitrary standards in music education still construct acceptable musics and musical behaviours along lines of race, gender, class, and sexuality that support the status quo and maintain social order. Uprooting music education practices from these manifestations of the Deleuzian refrain that constrains the profession opens spaces for transformative musical and educational potentialities.     

Anomalous beasts and the sociology of education

Abstract

The author reflects on continuities and changes in the subdiscipline, using Mary Douglas and Basil Bernstein. In 2000 the millennial issue of Sociology, the generic journal of the British Sociological Association, included a paper about the sociology of education called ‘The anomalous beasts: Hooligans and the sociology of education’. It focused on hooligans as anomalous beasts in the sociology of education, and the sub-discipline as an anomalous beast within the discipline of sociology itself. It concluded with, very poor, predictions about the likely state of sociology of education and UK sociology in 2025. The fortieth anniversary of BJSE is a good time to revisit that millennial evaluation in order to offer a new sociologically informed re-evaluation of the field in 2020, set an agenda to highlight some of the current weaknesses in the sub-discipline and update the analysis of the uneasy relationship with the wider discipline of Sociology itself.     

Behaviour support in secondary schools

Student voice and pupil empowerment projects are common in many mainstream schools. However, such initiatives are more challenging to implement in provision for students experiencing (social), emotional and behavioural difficulties (SEBD). As a consequence, they are less frequently attempted. This article reports one such attempt at an SEBD special school, where a student research group was formed to evaluate the school's behaviour policy. The students' views remind professionals of the need for consistency, positive relationships and communication underpinning behaviour management strategies. The article also reflects on a number of issues to consider when implementing such projects in special education contexts.     

制度排斥视角下农民工城市融入问题研究

当前,农民工在城市融入的过程中,遭受着户籍、就业等多方面的制度排斥,这种制度性排斥极大地阻碍了农民工的城市融入进程。运用“社会排斥”理论,探讨对农民工的不同制度性排斥的运作机制,并据此提出反社会排斥的对策,最终促进农民工真正融入城市,实现流动人口全面发展及和谐社会建设。     

我国沿海、内河船舶保险新旧条款的比较和分析

《沿海、内河船舶保险条款》取代了原来的《国内船舶保险条款》已快3年了。本文从保险范围、保险责任、除外责任、保险金额、索赔和赔偿、被保险人的义务等6个方面对新、旧条款进行了比较和分析     

Stemming the Tide of Rising School Exclusions: Problems and Possibilities

This paper argues that the New Labour government' school effectiveness/target-setting strategy for reducing school exclusions is a flawed one. It deflects blame on to individual schools for problems which have as their source more deep-seated changes both in educational policy and in the wider society. A more positive way forward is to learn lessons from the recent research literature addressing the causes of the increase in school exclusions.     

The Findings of the 9‐13 Middle School Survey: a local authority view

This paper presents an illustration of how the regression‐discontinuity design can be used to obtain an unbiased estimate of the causal effect of participating in a university remedial English program on first‐year grade point average. First‐year grade point averages were collected for 197 first‐time, full‐time university students, along with the scores they received on an English placement examination, and a measure of remedial program assignment. Regression discontinuities indicate that first‐year grade point averages were approximately 0.392 points higher for students who participated in a remedial English program as compared to equivalent students who did not participate in the remedial program. We also present various threats to validity and limitations of the regression‐discontinuity design.