133 research outputs found
Social Exclusion and Education
No full textThis overview of policy and policy implementation is based on three individual papers presented in November 2001, and on their discussion by Fellows of the Centre for Social Policy at Dartington. It critically examines the challenge of ‘joined‐up’ working, and calls for better engagement of parents and children in action to promote social inclusion and improve opportunity. After a detailed general review by Peter Mittler, who led the seminar, specific consideration to the education of children in care is given by Sonia Jackson, and to the prospects for evidence‐based inter‐agency developments by Judy Sebba, who was a guest contributor.</jats:p
L'agro-pastoralisme du département de Sebba (Burkina Faso)
No full textThe Agro-Pastoral System in the Department of Sebba, Burkina Faso. This article attempts to explain the functioning of the farming system in Sebba Department. How are agriculture and animal raising combined ? Is there a separation between agriculture and animal raising as in some of the Sahel regions of Burkina Faso ? After a description of the agricultural and pastoral practices, the author describes the links uniting these two sub-systems of production as it relates to individual farm units. He shows that agriculture and animal raising are not two separate activities, one juxtapo¬ sed upon the other, but both are integrated into a farming system that is relatively homogeneous throughout Sebba Department.La connaissance du fonctionnement du ou des système(s) de production adopté(s) par les communautés du département de Sebba constitue l'objet de cette étude. Son objectif est, au moyen d'enquêtes, d'obtenir des informations sur les pratiques de l'agriculture et de l'élevage afin de diagnostiquer les systèmes de production retenus, quels que soient la zone et le groupe ethnique enquêtés. En somme, constate-t-on encore aujourd'hui, comme dans certaines zones du Sahel burkinabé, un cloisonnement des pra¬ tiques agricoles et pastorales au sein des divers groupes producteurs ? Après un exposé des pratiques agricoles et pastorales, l'auteur relate les liens unissant ces deux sous-systèmes de production au sein de l'unité d'exploitation. Agriculture et élevage ne sont pas deux compartiments juxtaposés dans le fonctionnement de l'économie domestique, mais deux activités intégrées dans un système de production de type agro-pastoral relativement homogène dans l'ensemble du département de Sebba.Piquemal Didier. L'agro-pastoralisme du département de Sebba (Burkina Faso). In: Cahiers d'outre-mer. N° 199 - 50e année, Juillet-septembre 1997. pp. 293-314
The teaching and learning of pupils in low-attainment sets
No full textThis study explored the ways in which schools addressed the needs of pupils in low-attainment class groups, or sets, in the context of multiple and contrary government policy directives and inconclusive research findings about setting. In this article we have focused on school and classroom practices as well as the organisational processes through which low-attaining pupils were identified, grouped and reviewed within schools. The empirical data reported here predominantly refer to case studies involving classroom observations and interviews with teachers, pupils and other staff in 13 schools – both primary and secondary – from four local authorities (LAs).In the latter part of the article, however, we also draw on survey data collected from a larger sample of schools in 12 LAs in England. Although the study found ample evidence of innovative school practices and efforts by individual teachers aimed at optimising the learning opportunities for children in low-attainment class groups, the findings also raise important questions about some of the processes of set allocation, the lack of mobility between sets, and the over-representation of particular social groups in low-attainment classes. We conclude with a discussion of the implications for equity and inclusion that moves beyond an emphasis on classroom practice to include questions about the in-school processes of social selection and educational mobility for pupils identified as low-attaining
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Policy and practice in assessment for learning: the experience of selected OECD countries
No full textThis chapter reports on the case studies on formative assessment funded by OECD within which the author was responsible for that undertaken in Queensland. The full report of the research, on which this chapter draws, was peer reviewed through OECD. The empirical basis for this study made an original contribution to understanding formative assessment across cultures
Policy and practice in assessment for learning: the experience of selected OECD countries
No full textThis chapter reports on the case studies on formative assessment funded by OECD within which the author was responsible for that undertaken in Queensland. The full report of the research, on which this chapter draws, was peer reviewed through OECD. The empirical basis for this study made an original contribution to understanding formative assessment across cultures
Young adults’ perspectives on their experiences of different types of placement in Romania
No full textThis study explores the childhood experiences and transitions to adulthood of 39 Romanian care leavers and adoptees, born around 1989 - 1990. In the past, Romania’s children in care became known to the world as 'the Romanian orphans' and some of them have been subjects to neurodevelopmental research studies focusing on the setbacks posed by institutionalisation in early life. This research project takes a different angle by: • Using life history approach and therefore capturing the participants’ in-depth accounts of how they recall their childhoods and the challenges they encountered in their transition to independent life; • Exploring four different types of placements and how they affect transition to independent life, from a user’s perspective. The fact that Romania undertook reform of the child protection system within the timespan of this generation of children provided a research opportunity to collect the users’ views on different types of placement that belonged to the unreformed system of the 1990s (large residential care and intercountry adoption) and the new types of placement (small group homes and foster care). For comparison purposes, I also included domestic adoption, a type of placement that was less controversial than the others at the time reforms were being introduced. Thus, the types of placement that are analysed through the research participants’ accounts are: • Residential care (institutions and small group homes) • Foster Care • Domestic Adoption • Intercountry adoption The study addressed two research questions: 1. How do Romanian born young people who grew up in care understand and narrate their experiences in different types of placement? 2. What narratives of agency are constructed by Romanian-born adults who grew up in different types of placement when they describe their transition to adulthood? By taking an interpretive stance, this study brings in the academic arena the voices of care leavers and adoptees. By using narrative analysis and focussing on the concept of dignity by employing identity theories, the UN Convention on the Rights of the Child and the Capabilities Approach, the study makes an important contribution to knowledge, with implications for further research, policy and practice. While interventions in child protection are influenced in each country by cultural, political and socio-legal factors, understanding the basic needs of children who are not raised by their birth families is important across different child protection systems. Therefore, the relevance of the research findings is not limited to Romania
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Evaluation of the Villiers Park Scholars Programme
No full textAn evaluation of the Villiers Park Scholars Programme was carried out by Louise Gazeley, Judy Sebba, Sarah Aynsley and Angela Jacklin from the Department of Education at the University of Sussex between 2009 and 2011. The Villiers Park Scholars Programme identified young people from less advantaged backgrounds who displayed high academic potential and sought to improve their chances of gaining entry to 'centres of excellence at leading universities'. The evaluating team focused on tracking the impact of the programme on its first cohorts of scholars over a two year period. A multi-site case study approach was adopted for which data was collected in three phases for each of the 10 participating institutions. The main impact at school level related to improvements in the identification of high potential. Analysis of the quantitaive data showed Year 11 scholars in three schools performing favourably at GCSE level in relation to the top 25 per cent of their peer group. Feedback from the scholars themselves indicated that the mentoring they had received had contributed to changes in their academic and study skills that contributed to improved attainment. Staff, parents and scholars all felt that changes in the performance of identified scholars was seen in their motivation, self-esteem and confidence in particular. Greater impact was seen in relation to Year 11 scholars and those without a parent who had been to university. Staff and scholars also considered that the programme had improved scholars' knowledge of higher education. Analysis of the destinations data for Year 13 scholars revealed that around half of those for whom data was available took up places in 'leading' universities. Scholars who did not have a parent who went to university were found to be more likely to say that their involvement in the programme had changed their future plane
Educational interventions that improve the attainment and progress of children in out-of-home car
No full textThis chapter provides a review of the research evidence on the effectiveness of educational interventions aimed at improving the outcomes of children in out-of-home care (OOHC). The focus is limited to educational interventions during the school years focused specifically on children in OOHC that have educational outcomes. The chapter looks first at systemic interventions involving whole-school approaches before considering the individual interventions targeting children in OOHC specifically and then those interventions targeting their foster carers. Finally, the implications from the evidence reviewed for policy and practice are drawn out. ‘Case study’ illustrations are provided and some discussion questions are provided at the end of the chapter
Enhancing impact on policymaking through increasing user engagement in research
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