All Outputs (105)

Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account (2016)
Journal Article
Francis, B., Archer, L., Hodgen, J., Pepper, D., Taylor, B., & Travers, M. (2016). Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account. Cambridge Journal of Education, 47(1), 1-17. https://doi.org/10.1080/0305764X.2015.1093095

Grouping students by ‘ability’ is a topic of long-standing contention in English education policy, research and practice. While policy-makers have frequently advocated the practice as reflecting educational ‘standards’, research has consistently fail... Read More about Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account.

Employability and Curriculum Responsiveness in Post-School Education and Training (2016)
Report
Wedekind, V., & Mutereko, S. (2016). Employability and Curriculum Responsiveness in Post-School Education and Training. Labour Market Intelligence Partnership and DHET

Shining a Light on the Autism Spectrum: Experiences and Aspirations of Adults (2016)
Book
Baldwin, S., Costley, D., Bruck, S., Haas, K., & Ritzrow, K. (2016). Shining a Light on the Autism Spectrum: Experiences and Aspirations of Adults. Routledge. https://doi.org/10.4324/9781315661735

The primary school as a therapeutic community (2016)
Journal Article
MacDonald, S., & Winship, G. (2016). The primary school as a therapeutic community. Therapeutic Communities, 37(1), https://doi.org/10.1108/TC-01-2016-0001

Purpose – The purpose of this paper is to consider the changes underway in the delivery of services to children and young people in schools, not least that OFTSED will soon be routinely carrying out an assessment of mental health provision in schools... Read More about The primary school as a therapeutic community.

Poverty, schooling, and beginning teachers who make a difference: a case study from England (2016)
Book Chapter
McIntyre, J., & Thomson, P. (2016). Poverty, schooling, and beginning teachers who make a difference: a case study from England. In J. Lampert, & B. Burnett (Eds.), Teacher education in high poverty schools. Springer. https://doi.org/10.1007/978-3-319-22059-8_9

Education policy makers in England have, over the last thirty years, radically changed schooling. The introduction of a national curriculum, national testing re-gimes, school inspections and school league tables has been at the heart of these changes... Read More about Poverty, schooling, and beginning teachers who make a difference: a case study from England.