162,248 research outputs found
Partnership, conflict and gaming
No full textGovernment policy stresses partnership as a critical organizational form of the future to support the development of schooling. This article uses intergroup conflict and gaming theory to analyse data from one partnership. The views of young people and staff are explored to establish the nature and extent of conflict and its impact on the partnership. Gaming theory is used to investigate the engagement
and expectations of organizations in the partnership. The article challenges Government rhetoric that suggests that as experience and trust grow, partnership will overcome the barriers which exist as a legacy from previous more competitive and isolationist cultures, to the benefit of service users. It further suggests that the availability of adequate resources alone, if ever achieved, would not in itself create the conditions for successful partnership. Far more attention is required to be given to the complex range of conditions which might support partnership and increase the possibility that the interests of learners would not be subordinated to those of organizations
Leaders’ orientations to diversity: two cases from education
No full textThis article explores two case colleges in England to consider how context, conceptualisation, orientation and action interact in relation to diversity issues in leader ship. Focus group and individual interview data are analysed. Context is perceived as influential in shaping concepts and action. In one case, the diversity and socio-economic disadvantage of the community create a perceived imperative to address diversity, resulting in multiple conceptions of diversity and systemic action. In the second case, the context of a perceived homogeneous community interacts with an equal opportunities conceptualization of diversity to justify little or no action. A tentative theoretical model is suggested to frame further enquir
Marriage record of Wadsworth, William J. and Ludlum, Dollie Lumby
No full textMarriage license for William J. Wadsworth and Dollie Lumby Ludlum. J. Sheffield was the Justice of the Peace
Disengaged and disaffected young people: surviving the system
No full textThere are counter narratives of youth as at risk and as buoyant and agentive. The article maps the conceptual terrain concerning resilience, wellbeing, buoyancy, enjoyment and happiness and selects two factors related to the successful navigation of schooling, a self-sense of competence and relatedness to others. It analyses data from a subset of a national dataset, from sixty five young people considered to be disaffected or disengaged by their school or college. It explores the perceptions of young people that the difficulties they encounter are in part a result of their own behaviour and in part a product of the system. Hirschman’s theory of exit voice, loyalty is used to explore their choices. The articles concludes that schools act to maintain homeostasis and that a subset of young people are at long term risk due to organisational and national unwillingness to decouple economic benefit from maintenance of the existing system
L’Egalite des Genres dans L’Education: voir au dela de la Parite. Forum des politiques éducatives de l’IIPE
No full textCorrupt language, corrupt thought: the white paper 'the importance of teaching'
No full textThis article deconstructs the language of the 2010 UK Coalition Government's White Paper, The Importance of Teaching. It uses analytical frameworks related to rhetoric established by Aristotle and Cicero. It explores the mechanisms of language using both critical discourse analysis and content analysis, offering quantitative data on the content of the paper and qualitative data on the literary strategies employed. It is concerned not only with how what is communicated persuades but also the ethics of persuasion; what is suggested and to what end. The article suggests a mutually reinforcing relationship between poverty of language and poverty of thought. The Coalition Government asserts an heroic stance to act radically to free victimised teachers from the burdens of bureaucracy imposed by the previous government. However, rather than radical action to make change, the findings suggest that the White Paper presents an illusory carapace of change that conceals fundamental continuity. It reassures all of the commitment of government and audiences to change while sustaining education as fundamentally unchanged
Lumby hockey team
No full textJ.W. Inglis, Manger - Bessette, A. Castagnier, C. Copeland, J. Genier, A. Bessette, Fred Miller Mascoy. Front Row: J Martin, L Norris, Captain, C. Norris, P.J. Quenel, C. Christian
Why has the nurse practitioner been granted prescribing privileges?
No full textJudy Lumby, Michelle Robins, Michelle Wood
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