Graham Vulliamy
Datos Biográficos
| ID | 190882 |
|---|---|
| NOMBRE | Graham Vulliamy |
| NOMBRES | Graham |
| APELLIDO | Vulliamy |
| FIRMA | VULLIAMY G |
| AFILIACIONES | University of York |
| VERIFICADO | No |
| TOTAL DE OBRAS | 42 |
| TOTAL DE CITAS | 176 |
| TOTAL COMO AUTOR | 42 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1975 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2006 |
| ÍNDICE H | 6 |
Globalization and leadership and management
This article analyses the impact of processes of globalization on both policy and practice in relation to primary school leadership and management in England and Finland. Data are drawn from case study research carried out from 1994–1996 in six schools in Finland and six schools in England and a follow‐up study on teacher professionalism (2001–2002) that involved 37 of the original participants being re‐interviewed. The article contributes to the…
Being a ‘professional’ primary school teacher at the beginning of the 21st century
This article analyses findings from two studies conducted collaboratively across two educational settings, New Zealand and England, in 2001–2002. These studies examined the impact of national educational policy reforms on the nature of primary teachers’ work and sense of their own professionalism and compared these impacts across the two countries. Adopting a policy ethnography approach, using in‐depth interview data from samples of teachers in e…
The impact of globalisation on qualitative research in comparative and international education
This is a revised version of the 2003 British Association for International and Comparative Education (BAICE) Presidential Address delivered at the 7th Oxford International Conference on Education and Development. The processes of globalisation have been viewed by some as a major threat to the qualitative research tradition in education. Two main aspects of the impact of globalisation on qualitative research are addressed here. Firstly, it is arg…
A comparative analysis of primary teacher professionalism in England and Finland
Policy-makers' conceptions of teacher professionalism currently differ markedly in England and Finland. In England they are shaped by agendas associated with the drive to raise standards and 'commercialized professionalism' whilst in Finland they are influenced by notions of 'teacher empowerment'. This article analyses findings on the theme of teacher professionalism derived from re-interviewing a sample of English and Finnish teachers in 2001 as…
Bridging the Cultural Divide
A three‐year Home Office funded project placed social work trained home‐school support workers on the staff of secondary schools with the aim of reducing school exclusions. Data from the project evaluation enabled an analysis of the possibilities and limitations of social work in school settings. A qualitative evaluation methodology was adopted with extended periods of fieldwork in the seven project schools and the use of a variety of qualitative…
The social work dimension of the primary teacher's role
This paper reports the findings of the Social Work in Primary Schools (SWIPS) project, which involved qualitative research in 15 schools and a national questionnaire survey. Conflicts between primary teachers' roles as teachers and as carers, including their provision of social work support to parents and their children, have been exacerbated over the last two decades in England. These have resulted from a combination of a growth in social exclus…
Joining up the solutions
A three‐year project placed home‐school support workers in secondary schools. The intention was that they should work closely at operational level with other agencies to provide a cohesive local authority response to the needs of disaffected and excluded youngsters. Crucial distinctions emerged between project constraints, possibilities and benefits for agency personnel in the school‐focused agencies and those external to the school. In relation …
Joining up the solutions
A three-year project placed home-school support workers in secondary schools. The intention was that they should work closely at operational level with other agencies to provide a cohesive local authority response to the needs of disaffected and excluded youngsters. Crucial distinctions emerged between project constraints, possibilities and benefits for agency personnel in the school-focused agencies and those external to the school. In relation …
A Sociology of School Exclusions
(2001). A Sociology of School Exclusions. British Journal of Sociology of Education: Vol. 22, No. 1, pp. 177-184
A Sociology of School Exclusions
The Primary Teacher's Role in Child Protection
The Children Act (1989), Department for Education and Employment Circular 10/95, Protecting Children from Abuse: the role of the education service and government guidance place increasing responsibilities upon schools to be proactive in child protection. This article examines policy and practice in relation to child protection in primary schools and reports the perspectives of child protection coordinators. It draws on the findings of the Social …
Stemming the Tide of Rising School Exclusions
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
Managing curriculum policy changes
The York-Finnish project compares the effects of national policy changes on the management of change in two countries where the curriculum reforms are moving in opposite directions. During the fieldwork, primary schools in England were managing policy changes related to the revision of the National Curriculum and its associated assessment. Their counterparts in Finland were developing school-based curricula in response to the dismantling of the c…
Changing times, changing demands
This article reports the findings on classroom practice of the York‐Finnish Project, which was a comparative research study of the policy and practice of curriculum change in primary schools in England and in Finland. The English—Finnish comparison has a special interest because in many respects the educational policies of the two countries are moving in opposite directions. Thus, whilst England introduced a detailed and prescriptive National Cur…
External Inspection or School Self‐evaluation? A Comparative Analysis of Policy and Practice in Primary Schools in England and Finland
The findings reported in this article form part of a wider comparative research project investigating the processes of curriculum change in primary schools in England and Finland during the period 1994–97. The two countries’ policies on inspection and monitoring were moving in opposite directions. Finland has abandoned its national inspection system and is promoting school self‐evaluation, whilst in England external accountability has been impose…
Teacher Identity and Curriculum Change
The findings reported in this article form part of a wider comparative research project investigating the processes of curriculum change in primary schools in England and Finland. This comparison has a special interest because in many respects the current policies of the two countries are moving in opposite directions, with Finland dismantling its long-standing subject-based national curriculum and encouraging school-based curricula incorporating…
Issues and trends in qualitative research
Education during political transition in Poland
A Deluge of Directives
The paper examines the impact of the plethora of innovations associated with the 1988 Education Reform Act (ERA) on the management of whole‐school change in the primary school. Based upon qualitative data from a national sample of 50 schools in England and Wales, it documents the growing tensions between collegial and top‐down managerial approaches. These are evidenced in the changing nature of working collaboratively in primary schools, in the c…
The Struggle for Culture
The article presents a case study of the development of the National Curriculum for music in English schools. This illustrates a relatively rare phenomenon, whereby the content of academic debates within the sociology of education, music education and musicology attain national importance through widespread coverage in the media. It is argued that the very public nature of the debates concerning what should count as school music exemplify an ideo…
Special Educational Needs
A review of research on special educational needs in Britain over the last two decades indicates that two concerns have been paramount. First, there has been an attempt to broaden research styles in response to the growing critique of traditional positivist research. Secondly, the problem of the perceived gap between theory and practice has been addressed. Developments have included the use of small-N studies within a positivist framework, the ad…
Teacher Research and Educational Change
This article reports the findings of a research study, using a combination of questionnaires and in‐depth interviews, designed to investigate in what ways teacher research enquiries, conducted in the context of an award‐bearing course, contribute to the processes of professional development and change within schools. The relationships between case‐study research and evaluation and action research and changes in school and classroom practice are d…
How can qualitative research contribute to educational policy-making in developing countries
The theory and practice of non-formal education in developing countries
Adapting Seconary School Science for Rural Development
Case‐Study Research Methods and Comparative Education
(1984). Case‐Study Research Methods and Comparative Education. Comparative Education: Vol. 20, No. 2, pp. 193-207
A comparative analysis of primary teacher professionalism in England and Finland
Policy-makers' conceptions of teacher professionalism currently differ markedly in England and Finland. In England they are shaped by agendas associated with the drive to raise standards and 'commercialized professionalism' whilst in Finland they are influenced by notions of 'teacher empowerment'. This article analyses findings on the theme of teacher professionalism derived from re-interviewing a sample of English and Finnish teachers in 2001 as…
Teacher Identity and Curriculum Change
The findings reported in this article form part of a wider comparative research project investigating the processes of curriculum change in primary schools in England and Finland. This comparison has a special interest because in many respects the current policies of the two countries are moving in opposite directions, with Finland dismantling its long-standing subject-based national curriculum and encouraging school-based curricula incorporating…
The impact of globalisation on qualitative research in comparative and international education
This is a revised version of the 2003 British Association for International and Comparative Education (BAICE) Presidential Address delivered at the 7th Oxford International Conference on Education and Development. The processes of globalisation have been viewed by some as a major threat to the qualitative research tradition in education. Two main aspects of the impact of globalisation on qualitative research are addressed here. Firstly, it is arg…
Stemming the Tide of Rising School Exclusions
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 New Grove Dictionary of Music and Musicians
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
School Effectiveness Research in Papua New Guinea
(1987). School Effectiveness Research in Papua New Guinea. Comparative Education: Vol. 23, No. 2, pp. 209-223
External Inspection or School Self‐evaluation? A Comparative Analysis of Policy and Practice in Primary Schools in England and Finland
The findings reported in this article form part of a wider comparative research project investigating the processes of curriculum change in primary schools in England and Finland during the period 1994–97. The two countries’ policies on inspection and monitoring were moving in opposite directions. Finland has abandoned its national inspection system and is promoting school self‐evaluation, whilst in England external accountability has been impose…
Being a ‘professional’ primary school teacher at the beginning of the 21st century
This article analyses findings from two studies conducted collaboratively across two educational settings, New Zealand and England, in 2001–2002. These studies examined the impact of national educational policy reforms on the nature of primary teachers’ work and sense of their own professionalism and compared these impacts across the two countries. Adopting a policy ethnography approach, using in‐depth interview data from samples of teachers in e…
Managing curriculum policy changes
The York-Finnish project compares the effects of national policy changes on the management of change in two countries where the curriculum reforms are moving in opposite directions. During the fieldwork, primary schools in England were managing policy changes related to the revision of the National Curriculum and its associated assessment. Their counterparts in Finland were developing school-based curricula in response to the dismantling of the c…
The Struggle for Culture
The article presents a case study of the development of the National Curriculum for music in English schools. This illustrates a relatively rare phenomenon, whereby the content of academic debates within the sociology of education, music education and musicology attain national importance through widespread coverage in the media. It is argued that the very public nature of the debates concerning what should count as school music exemplify an ideo…
Sociology and Music Education
This paper is a response to Professor Swanwick's critique of our sociological perspective on music education. A detailed presentation of the sociology of music thesis demonstrates that accusations of ‘social determinism’ and ‘referentialism’ are both misconceived. Moreover, Swanwick's position leads to difficulties in his approach to music aesthetics, where at times he makes assumptions concerning the work of theorists such as Meyer and Keil whic…
A Comparative Sociology of School Knowledge
Despite a recently renewed theoretical interest in both North America and in Britain in the sociology of school knowledge, we still have little, if any, comparative empirical material from these two continents. This paper reports the findings of a sociological study, designed to replicate the previous English empirical work by Vulliamy, into music teaching in Ontario high schools. Unlike in England, no overt culture clash was found in Ontario sch…
The social work dimension of the primary teacher's role
This paper reports the findings of the Social Work in Primary Schools (SWIPS) project, which involved qualitative research in 15 schools and a national questionnaire survey. Conflicts between primary teachers' roles as teachers and as carers, including their provision of social work support to parents and their children, have been exacerbated over the last two decades in England. These have resulted from a combination of a growth in social exclus…
Changing times, changing demands
This article reports the findings on classroom practice of the York‐Finnish Project, which was a comparative research study of the policy and practice of curriculum change in primary schools in England and in Finland. The English—Finnish comparison has a special interest because in many respects the educational policies of the two countries are moving in opposite directions. Thus, whilst England introduced a detailed and prescriptive National Cur…
Combining a constructive rural orientation with academic quality
Globalization and leadership and management
This article analyses the impact of processes of globalization on both policy and practice in relation to primary school leadership and management in England and Finland. Data are drawn from case study research carried out from 1994–1996 in six schools in Finland and six schools in England and a follow‐up study on teacher professionalism (2001–2002) that involved 37 of the original participants being re‐interviewed. The article contributes to the…
The Primary Teacher's Role in Child Protection
The Children Act (1989), Department for Education and Employment Circular 10/95, Protecting Children from Abuse: the role of the education service and government guidance place increasing responsibilities upon schools to be proactive in child protection. This article examines policy and practice in relation to child protection in primary schools and reports the perspectives of child protection coordinators. It draws on the findings of the Social …
Education during political transition in Poland
A Deluge of Directives
The paper examines the impact of the plethora of innovations associated with the 1988 Education Reform Act (ERA) on the management of whole‐school change in the primary school. Based upon qualitative data from a national sample of 50 schools in England and Wales, it documents the growing tensions between collegial and top‐down managerial approaches. These are evidenced in the changing nature of working collaboratively in primary schools, in the c…
Assessment and the ‘vocational school fallacy’ in Papua New Guinea
Planning Secondary Education in Papua New Guinea
(1985). Planning Secondary Education in Papua New Guinea: a comment on Bacchus. Compare: A Journal of Comparative and International Education: Vol. 15, No. 1, pp. 95-103
Sociology and Music Education
This paper is a response to Professor Swanwick's further critique of our sociological perspective on music education. We argue that criticisms made in relation to our positions on referenlialism, the ability of people to appreciate music cross‐culturally, and the various analytic categories of Meyer, Chester and Keil are all grounded in a desire to isolate the essence of ‘music’ from social and cultural processes. We further argue that the diffic…
Sorcery and SSCEP
The paper highlights the relative neglect by educational planners of a socio‐cullural analysis of the context surrounding the implementation of educational reforms designed to promote rural development in Third World countries. An examination of the sociological and anthropological literature pertaining to both village culture and rural development in Papua New Guinea suggests that there are powerful cultural constraints on schools leavers applyi…
Images of American Society in Popular Music
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
A re‐assessment of the ‘mass culture’ controversy
Pop Music in School
Whose Music? A Sociology of Musical Languages
Whose Music? combines historical, musicological, and sociological materials and styles of analysis in ways that connect to the field of sociology. The analyses of social class systems presented here speak in translatable ways to analyses of musical forms. Not only that, both are connected to an understanding of the organizations through which works are distributed to their audiences. Perhaps most importantly for the contemporary reader, this book…
Socio-Musicography
Combining a constructive rural orientation with academic quality
The New Grove Dictionary of Music and Musicians
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
A Comparative Sociology of School Knowledge
Despite a recently renewed theoretical interest in both North America and in Britain in the sociology of school knowledge, we still have little, if any, comparative empirical material from these two continents. This paper reports the findings of a sociological study, designed to replicate the previous English empirical work by Vulliamy, into music teaching in Ontario high schools. Unlike in England, no overt culture clash was found in Ontario sch…
Relevance education, strategies for curriculum change and pilot projects
Case‐Study Research Methods and Comparative Education
(1984). Case‐Study Research Methods and Comparative Education. Comparative Education: Vol. 20, No. 2, pp. 193-207
Sociology and Music Education
This paper is a response to Professor Swanwick's critique of our sociological perspective on music education. A detailed presentation of the sociology of music thesis demonstrates that accusations of ‘social determinism’ and ‘referentialism’ are both misconceived. Moreover, Swanwick's position leads to difficulties in his approach to music aesthetics, where at times he makes assumptions concerning the work of theorists such as Meyer and Keil whic…
Images of American Society in Popular Music
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Whose Music? A Sociology of Musical Languages
Planning Secondary Education in Papua New Guinea
(1985). Planning Secondary Education in Papua New Guinea: a comment on Bacchus. Compare: A Journal of Comparative and International Education: Vol. 15, No. 1, pp. 95-103
Sociology and Music Education
This paper is a response to Professor Swanwick's further critique of our sociological perspective on music education. We argue that criticisms made in relation to our positions on referenlialism, the ability of people to appreciate music cross‐culturally, and the various analytic categories of Meyer, Chester and Keil are all grounded in a desire to isolate the essence of ‘music’ from social and cultural processes. We further argue that the diffic…
Sorcery and SSCEP
The paper highlights the relative neglect by educational planners of a socio‐cullural analysis of the context surrounding the implementation of educational reforms designed to promote rural development in Third World countries. An examination of the sociological and anthropological literature pertaining to both village culture and rural development in Papua New Guinea suggests that there are powerful cultural constraints on schools leavers applyi…
Assessment and the ‘vocational school fallacy’ in Papua New Guinea
School Effectiveness Research in Papua New Guinea
(1987). School Effectiveness Research in Papua New Guinea. Comparative Education: Vol. 23, No. 2, pp. 209-223
Adapting Seconary School Science for Rural Development
The theory and practice of non-formal education in developing countries
How can qualitative research contribute to educational policy-making in developing countries
Teacher Research and Educational Change
This article reports the findings of a research study, using a combination of questionnaires and in‐depth interviews, designed to investigate in what ways teacher research enquiries, conducted in the context of an award‐bearing course, contribute to the processes of professional development and change within schools. The relationships between case‐study research and evaluation and action research and changes in school and classroom practice are d…
Special Educational Needs
A review of research on special educational needs in Britain over the last two decades indicates that two concerns have been paramount. First, there has been an attempt to broaden research styles in response to the growing critique of traditional positivist research. Secondly, the problem of the perceived gap between theory and practice has been addressed. Developments have included the use of small-N studies within a positivist framework, the ad…
The Struggle for Culture
The article presents a case study of the development of the National Curriculum for music in English schools. This illustrates a relatively rare phenomenon, whereby the content of academic debates within the sociology of education, music education and musicology attain national importance through widespread coverage in the media. It is argued that the very public nature of the debates concerning what should count as school music exemplify an ideo…
Issues and trends in qualitative research
Education during political transition in Poland
Sociology (38 obras) · Political science (25 obras) · Pedagogy (21 obras) · Social science (17 obras) · Psychology (13 obras) · Global Educational Policies and Reforms (12 obras) · Global Education and Multiculturalism (11 obras) · Public relations (10 obras) · Teacher Education and Leadership Studies (10 obras) · Education Systems and Policy (9 obras)