Ron Thompson
Datos Biográficos
| ID | 3736205 |
|---|---|
| NOMBRE | Ron Thompson |
| NOMBRES | Ron |
| APELLIDO | Thompson |
| FIRMA | THOMPSON R |
| AFILIACIONES | University of Huddersfield |
| ORCID | 0000-0001-5585-4263 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAS | 108 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 1995 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 7 |
No other choice
In England, education is compulsory, but schooling is not: it is legal for families to home educate their children. This form of education is officially termed by the Department for Education as ‘Elective Home Education’. As this designation implies, many families home educate as a positive and preferential ‘choice’. For others, however, home education is not their desired first option. Drawing on a longitudinal research study that has explored t…
Predicting educational exclusion
Extended periods of exclusion from education and the labour market can have a range of ‘scarring’ effects in later life. Consequently, there is international interest in early identification of young people most at risk of exclusion. Using a PRISMA format, this paper reviews an extensive literature on risk factors associated with three conceptualisations of exclusion: ‘not in education, employment or training’ (NEET); early school leaving (ESL) a…
Playing the game? Young people ‘at risk’ of becoming Neet (not in education, employment or training) and their investment in education
This paper explores how young people identified as ‘at risk’ of not being integrated into education, employment or training orientate themselves towards the education system in England during their final years of school. These years can have long-term consequences for future engagement with the labour market, but not every young person is equally positioned to invest in them. Drawing on findings from an ethnographic study of 81 young people aged …
How time is experienced and conceptualised when conducting ethnography mapping Neet interventions in education settings
The importance of 'time' is well-established within ethnography, yet how time is experienced and conceptualised in specific research settings remains embryonic. Duncheon and Tierney's (2013) theory of time is developed to understand how time is accepted, valued and recorded by both the ethnographer and the participants in a neoliberal, post-covid era where virtual means of communicating are fast developing. Data mapping interventions for young pe…
Generic pedagogy is not enough’
Education, Inequality and Social Class
Education, Inequality and Social Class provides a comprehensive discussion of the empirical evidence for persistent inequality in educational attainment. It explores the most important theoretical perspectives that have been developed to understand class-based inequality and frame further research. With clear explanations of essential concepts, this book draws on empirical data from the UK and other countries to illustrate the nature and scale of…
Education, Work and Social Change
Drawing on a longitudinal study of the lives of NEET young people, this book looks beyond dominant discourses on youth unemployment to provide a rich, detailed account of young people's experiences of participation and non-participation on the margins of education and employment, highlighting the policy implications of this research
Young people and labour market marginality
This paper is based on findings from a longitudinal study of 20 young people who have spent significant periods of time categorised as NEET (not in education, employment or training). Drawing on 3 years of ethnographic research conducted across two local authorities in the north of England, it focuses on the lived experience of a set of young people as they move between various sites of exclusion and participation in the labour market. Central to…
Space, place and social exclusion
This paper reports on the first two years of a longitudinal ethnographic study of 20 young people in northern England who have been officially classified as not in education, employment or training (NEET). Drawing on Henri Lefebvre's conceptualisation of space as perceived, conceived and lived, this paper analyses how young people comprehend, use and encounter places and spaces relating to residence, work and learning, and the role of spatialitie…
Gender differences in perceptions of aftercare supports and services
Social mobility and post-compulsory education
This paper uses Raymond Boudon’s model of educational expansion to examine the relationship between education and social mobility, paying particular attention to post-compulsory education – an important site of social differentiation in England. The paper shows how Boudon focuses explicitly on the consequences of educational expansion, and argues that his work helps us understand why widening access to post-compulsory education does not necessari…
Does PLS Have Advantages for Small Sample Size or Non-Normal Data?1
There is a pervasive belief in the MIS research community that PLS has advantages over other techniques when analyzing small sample sizes or data with non-normal distributions. Based on these beliefs, major MIS journals have published studies using PLS with sample sizes that would be deemed unacceptably small if used with other statistical techniques. We used Monte Carlo simulation more extensively than previous research to evaluate PLS, multiple…
Individualisation and social exclusion
The characteristics, experiences and long-term prospects of young people outside the labour market and education have attracted widespread international attention in recent decades, and the specific category of young people not in education, employment or training (NEET) has been a policy concern for the UK Government since 1997. This paper examines the analytical and empirical basis of our knowledge of NEET young people, in the light of more gen…
Reclaiming the disengaged? A Bourdieuian analysis of work-based learning for young people in England
This paper uses Bourdieu's concept of field to analyse findings from an ethnographic study of Entry to Employment (E2E) programmes in England. Entry to Employment is a work-based learning programme which aims to re-engage young people with ‘barriers to learning’ inhibiting access to further education, training or employment. The paper examines field positions associated with E2E, such as learner and tutor, distinguishing between the taking of pos…
Does what happens in group care stay in group care? The relationship between problem behaviour trajectories during care and post‐placement functioning
Residential programmes for youth may improve youth behaviour during placement, but it is not clear whether there is an association between a youth's behaviour pattern during placement and post‐placement outcomes. Life course perspective has been used to understand longitudinal patterns and pathways, and new statistical methods have been developed to identify latent trajectory groups. This study used administrative data from a family‐style group c…
Social class and participation in further education
This paper examines the class distribution of young people, aged 16–17 years, in colleges of further education (FE) using data from the Youth Cohort Study. It finds that, contrary to popular perceptions of FE colleges as being for ‘other people’s children’, middle‐class students as well as working‐class students are well represented. However, this does not imply that FE colleges are institutions of choice; middle‐class representation is often rel…
Creativity, Knowledge and Curriculum in Further Education
This paper draws on the work of Basil Bernstein to offer a (re-) conceptualisation of creativity for the English further education (FE) sector. It begins by locating creativity within the political economy of FE and argues that teaching and learning is constrained by an instrumental remit for the sector, which prioritises perceived economic needs over broader conceptions of education and training. The paper goes on to analyse the FE curriculum, r…
Comparing outcomes for youth in treatment foster care and family-style group care
Creativity and performativity
This article examines the circumstances affecting creative teaching and learning within the specific context of English further education (FE)—a sector which has proved to be particularly fertile ground for performativity. Beginning with an analysis of notions of creativity in education and a description of the peculiar history and policy context of FE, the article problematises the relationship between representations of creativity and the curre…
Mental Health Problems and Sexual Abuse Among Adolescents in Foster Care
Athletes, Athletic Performance, and Eating Disorders
This is a review article examining the relationship between involvement in athletics and disordered eating. According to research on risk factors in the general population, gender, race, and activities that encourage dieting or weight loss by emphasizing a thin shape play an important role in the prevalence of eating disturbance. Factors in the athletic environment that increase the athlete's risk are addressed, such as the belief among athletes …
Managing Information Technology Projects in the Public Sector
Public sector organizations are being scrutinized and held accountable for their use of funds, now more than ever. Further, taxpayers are increasingly comparing the public sector to the private sector, demanding better customer service. As an added dimension, public organizations find themselves spending more on information technology (IT), even as their budgets come under pressure. In a situation similar to the private sector, public organizatio…
Comparing outcomes for youth in treatment foster care and family-style group care
Space, place and social exclusion
This paper reports on the first two years of a longitudinal ethnographic study of 20 young people in northern England who have been officially classified as not in education, employment or training (NEET). Drawing on Henri Lefebvre's conceptualisation of space as perceived, conceived and lived, this paper analyses how young people comprehend, use and encounter places and spaces relating to residence, work and learning, and the role of spatialitie…
Social mobility and post-compulsory education
This paper uses Raymond Boudon’s model of educational expansion to examine the relationship between education and social mobility, paying particular attention to post-compulsory education – an important site of social differentiation in England. The paper shows how Boudon focuses explicitly on the consequences of educational expansion, and argues that his work helps us understand why widening access to post-compulsory education does not necessari…
Creativity and performativity
This article examines the circumstances affecting creative teaching and learning within the specific context of English further education (FE)—a sector which has proved to be particularly fertile ground for performativity. Beginning with an analysis of notions of creativity in education and a description of the peculiar history and policy context of FE, the article problematises the relationship between representations of creativity and the curre…
Managing Information Technology Projects in the Public Sector
Public sector organizations are being scrutinized and held accountable for their use of funds, now more than ever. Further, taxpayers are increasingly comparing the public sector to the private sector, demanding better customer service. As an added dimension, public organizations find themselves spending more on information technology (IT), even as their budgets come under pressure. In a situation similar to the private sector, public organizatio…
Young people and labour market marginality
This paper is based on findings from a longitudinal study of 20 young people who have spent significant periods of time categorised as NEET (not in education, employment or training). Drawing on 3 years of ethnographic research conducted across two local authorities in the north of England, it focuses on the lived experience of a set of young people as they move between various sites of exclusion and participation in the labour market. Central to…
Athletes, Athletic Performance, and Eating Disorders
This is a review article examining the relationship between involvement in athletics and disordered eating. According to research on risk factors in the general population, gender, race, and activities that encourage dieting or weight loss by emphasizing a thin shape play an important role in the prevalence of eating disturbance. Factors in the athletic environment that increase the athlete's risk are addressed, such as the belief among athletes …
Does what happens in group care stay in group care? The relationship between problem behaviour trajectories during care and post‐placement functioning
Residential programmes for youth may improve youth behaviour during placement, but it is not clear whether there is an association between a youth's behaviour pattern during placement and post‐placement outcomes. Life course perspective has been used to understand longitudinal patterns and pathways, and new statistical methods have been developed to identify latent trajectory groups. This study used administrative data from a family‐style group c…
Social class and participation in further education
This paper examines the class distribution of young people, aged 16–17 years, in colleges of further education (FE) using data from the Youth Cohort Study. It finds that, contrary to popular perceptions of FE colleges as being for ‘other people’s children’, middle‐class students as well as working‐class students are well represented. However, this does not imply that FE colleges are institutions of choice; middle‐class representation is often rel…
Creativity, Knowledge and Curriculum in Further Education
This paper draws on the work of Basil Bernstein to offer a (re-) conceptualisation of creativity for the English further education (FE) sector. It begins by locating creativity within the political economy of FE and argues that teaching and learning is constrained by an instrumental remit for the sector, which prioritises perceived economic needs over broader conceptions of education and training. The paper goes on to analyse the FE curriculum, r…
Generic pedagogy is not enough’
Gender differences in perceptions of aftercare supports and services
How time is experienced and conceptualised when conducting ethnography mapping Neet interventions in education settings
The importance of 'time' is well-established within ethnography, yet how time is experienced and conceptualised in specific research settings remains embryonic. Duncheon and Tierney's (2013) theory of time is developed to understand how time is accepted, valued and recorded by both the ethnographer and the participants in a neoliberal, post-covid era where virtual means of communicating are fast developing. Data mapping interventions for young pe…
Reclaiming the disengaged? A Bourdieuian analysis of work-based learning for young people in England
This paper uses Bourdieu's concept of field to analyse findings from an ethnographic study of Entry to Employment (E2E) programmes in England. Entry to Employment is a work-based learning programme which aims to re-engage young people with ‘barriers to learning’ inhibiting access to further education, training or employment. The paper examines field positions associated with E2E, such as learner and tutor, distinguishing between the taking of pos…
Managing Information Technology Projects in the Public Sector
Public sector organizations are being scrutinized and held accountable for their use of funds, now more than ever. Further, taxpayers are increasingly comparing the public sector to the private sector, demanding better customer service. As an added dimension, public organizations find themselves spending more on information technology (IT), even as their budgets come under pressure. In a situation similar to the private sector, public organizatio…
Athletes, Athletic Performance, and Eating Disorders
This is a review article examining the relationship between involvement in athletics and disordered eating. According to research on risk factors in the general population, gender, race, and activities that encourage dieting or weight loss by emphasizing a thin shape play an important role in the prevalence of eating disturbance. Factors in the athletic environment that increase the athlete's risk are addressed, such as the belief among athletes …
Mental Health Problems and Sexual Abuse Among Adolescents in Foster Care
Comparing outcomes for youth in treatment foster care and family-style group care
Creativity and performativity
This article examines the circumstances affecting creative teaching and learning within the specific context of English further education (FE)—a sector which has proved to be particularly fertile ground for performativity. Beginning with an analysis of notions of creativity in education and a description of the peculiar history and policy context of FE, the article problematises the relationship between representations of creativity and the curre…
Social class and participation in further education
This paper examines the class distribution of young people, aged 16–17 years, in colleges of further education (FE) using data from the Youth Cohort Study. It finds that, contrary to popular perceptions of FE colleges as being for ‘other people’s children’, middle‐class students as well as working‐class students are well represented. However, this does not imply that FE colleges are institutions of choice; middle‐class representation is often rel…
Creativity, Knowledge and Curriculum in Further Education
This paper draws on the work of Basil Bernstein to offer a (re-) conceptualisation of creativity for the English further education (FE) sector. It begins by locating creativity within the political economy of FE and argues that teaching and learning is constrained by an instrumental remit for the sector, which prioritises perceived economic needs over broader conceptions of education and training. The paper goes on to analyse the FE curriculum, r…
Does what happens in group care stay in group care? The relationship between problem behaviour trajectories during care and post‐placement functioning
Residential programmes for youth may improve youth behaviour during placement, but it is not clear whether there is an association between a youth's behaviour pattern during placement and post‐placement outcomes. Life course perspective has been used to understand longitudinal patterns and pathways, and new statistical methods have been developed to identify latent trajectory groups. This study used administrative data from a family‐style group c…
Individualisation and social exclusion
The characteristics, experiences and long-term prospects of young people outside the labour market and education have attracted widespread international attention in recent decades, and the specific category of young people not in education, employment or training (NEET) has been a policy concern for the UK Government since 1997. This paper examines the analytical and empirical basis of our knowledge of NEET young people, in the light of more gen…
Reclaiming the disengaged? A Bourdieuian analysis of work-based learning for young people in England
This paper uses Bourdieu's concept of field to analyse findings from an ethnographic study of Entry to Employment (E2E) programmes in England. Entry to Employment is a work-based learning programme which aims to re-engage young people with ‘barriers to learning’ inhibiting access to further education, training or employment. The paper examines field positions associated with E2E, such as learner and tutor, distinguishing between the taking of pos…
Does PLS Have Advantages for Small Sample Size or Non-Normal Data?1
There is a pervasive belief in the MIS research community that PLS has advantages over other techniques when analyzing small sample sizes or data with non-normal distributions. Based on these beliefs, major MIS journals have published studies using PLS with sample sizes that would be deemed unacceptably small if used with other statistical techniques. We used Monte Carlo simulation more extensively than previous research to evaluate PLS, multiple…
Young people and labour market marginality
This paper is based on findings from a longitudinal study of 20 young people who have spent significant periods of time categorised as NEET (not in education, employment or training). Drawing on 3 years of ethnographic research conducted across two local authorities in the north of England, it focuses on the lived experience of a set of young people as they move between various sites of exclusion and participation in the labour market. Central to…
Space, place and social exclusion
This paper reports on the first two years of a longitudinal ethnographic study of 20 young people in northern England who have been officially classified as not in education, employment or training (NEET). Drawing on Henri Lefebvre's conceptualisation of space as perceived, conceived and lived, this paper analyses how young people comprehend, use and encounter places and spaces relating to residence, work and learning, and the role of spatialitie…
Gender differences in perceptions of aftercare supports and services
Social mobility and post-compulsory education
This paper uses Raymond Boudon’s model of educational expansion to examine the relationship between education and social mobility, paying particular attention to post-compulsory education – an important site of social differentiation in England. The paper shows how Boudon focuses explicitly on the consequences of educational expansion, and argues that his work helps us understand why widening access to post-compulsory education does not necessari…
Education, Work and Social Change
Drawing on a longitudinal study of the lives of NEET young people, this book looks beyond dominant discourses on youth unemployment to provide a rich, detailed account of young people's experiences of participation and non-participation on the margins of education and employment, highlighting the policy implications of this research
Education, Inequality and Social Class
Education, Inequality and Social Class provides a comprehensive discussion of the empirical evidence for persistent inequality in educational attainment. It explores the most important theoretical perspectives that have been developed to understand class-based inequality and frame further research. With clear explanations of essential concepts, this book draws on empirical data from the UK and other countries to illustrate the nature and scale of…
Generic pedagogy is not enough’
Predicting educational exclusion
Extended periods of exclusion from education and the labour market can have a range of ‘scarring’ effects in later life. Consequently, there is international interest in early identification of young people most at risk of exclusion. Using a PRISMA format, this paper reviews an extensive literature on risk factors associated with three conceptualisations of exclusion: ‘not in education, employment or training’ (NEET); early school leaving (ESL) a…
Playing the game? Young people ‘at risk’ of becoming Neet (not in education, employment or training) and their investment in education
This paper explores how young people identified as ‘at risk’ of not being integrated into education, employment or training orientate themselves towards the education system in England during their final years of school. These years can have long-term consequences for future engagement with the labour market, but not every young person is equally positioned to invest in them. Drawing on findings from an ethnographic study of 81 young people aged …
How time is experienced and conceptualised when conducting ethnography mapping Neet interventions in education settings
The importance of 'time' is well-established within ethnography, yet how time is experienced and conceptualised in specific research settings remains embryonic. Duncheon and Tierney's (2013) theory of time is developed to understand how time is accepted, valued and recorded by both the ethnographer and the participants in a neoliberal, post-covid era where virtual means of communicating are fast developing. Data mapping interventions for young pe…
No other choice
In England, education is compulsory, but schooling is not: it is legal for families to home educate their children. This form of education is officially termed by the Department for Education as ‘Elective Home Education’. As this designation implies, many families home educate as a positive and preferential ‘choice’. For others, however, home education is not their desired first option. Drawing on a longitudinal research study that has explored t…
Psychology (12 obras) · Sociology (12 obras) · Political science (11 obras) · Youth Education and Societal Dynamics (11 obras) · Education Systems and Policy (7 obras) · Gender Studies (7 obras) · Medicine (6 obras) · Ethnography (5 obras) · Gender Studies (5 obras) · Pedagogy (5 obras)