Teresa Tinklin
Biographic Data
| ID | 1501711 |
|---|---|
| NAME | Teresa Tinklin |
| GIVEN NAMES | Teresa |
| FAMILY NAME | Tinklin |
| SIGNATURE | TINKLIN T |
| AFFILIATIONS | University of Edinburgh |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 44 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 3 |
The impact of a unified curriculum and qualifications system
There is a cross‐national trend towards unified curriculum and qualifications frameworks in upper secondary education, but such reforms face epistemological, political and institutional barriers and ‘unification’ remains a contested issue in many countries, including England. This article examines the experience of the Scottish Higher Still reform, one of the most systematic examples of this trend. It presents data from an Economic and Social Res…
New Labour, social justice and disabled students in higher education
This article draws on findings from an Economic and Social Research Council funded research project entitled ‘Disabled Students and Multiple Policy Innovations in Higher Education’ (R000239069). It begins with a brief review of theories of social justice and their implications for widening access policies for disabled students. Social justice may be conceptualised in relation to the distribution of social goods and cultural recognition. Related t…
Gender and attitudes to work and family roles
The last century, in particular the latter half, saw radical shifts in the roles and expectations of women in society. This article investigates the views of 14‐ to 16‐year‐olds in the year 2000 on work and family roles, exploring both their general views on gender roles and their own personal aspirations for the future. In general the young people believed that it was equally important for males and females to get good qualifications at school, …
Policy and provision for disabled students in higher education in Scotland and England
Higher education in the UK has been through a period of major change since the mid‐1980s. A massive expansion in the number of students has been coupled with a reduction in the unit of resource, increased inter‐institutional competition and greater accountability. Within this demanding context, pressure has also been applied to institutions to improve accessibility for disabled people, through funding council mechanisms, quality assurance procedu…
Gender Differences and High Attainment
Recent emphasis on raising attainment has focused attention onto the ‘gender gap’ in school attainment levels. Using data from the Scottish School Leavers Survey, the article examines factors related to high attainment and asks whether these differ for males and females. A strong relationship is established between social advantage and high attainment within each gender. There is no evidence of differential progression rates for males and females…
The Scottish educational crisis of 2000
The ‘exam results debacle ’ of August 2000 provoked a crisis of confidence in Scottish education, and appeared to reveal widespread discontent with the current Higher Still reform of post-16 education. For a time the political future of the reform seemed to hang in the balance. This is surprising because the reform incorporated the views of the consensus that emerged from the Howie debates of the early 1990s, and its development involved consulta…
Getting round obstacles
The findings of a study of the experiences of disabled students in higher education in Scotland are reported. Detailed information about policy and provision for disabled students was sought from all higher education institutions and 12 in-depth case studies of students were carried out. It is argued that disabled students face obstacles to their participation in five areas: the physical environment, access to information, entrance to higher educ…
Gender and attitudes to work and family roles
The last century, in particular the latter half, saw radical shifts in the roles and expectations of women in society. This article investigates the views of 14‐ to 16‐year‐olds in the year 2000 on work and family roles, exploring both their general views on gender roles and their own personal aspirations for the future. In general the young people believed that it was equally important for males and females to get good qualifications at school, …
Getting round obstacles
The findings of a study of the experiences of disabled students in higher education in Scotland are reported. Detailed information about policy and provision for disabled students was sought from all higher education institutions and 12 in-depth case studies of students were carried out. It is argued that disabled students face obstacles to their participation in five areas: the physical environment, access to information, entrance to higher educ…
The Scottish educational crisis of 2000
The ‘exam results debacle ’ of August 2000 provoked a crisis of confidence in Scottish education, and appeared to reveal widespread discontent with the current Higher Still reform of post-16 education. For a time the political future of the reform seemed to hang in the balance. This is surprising because the reform incorporated the views of the consensus that emerged from the Howie debates of the early 1990s, and its development involved consulta…
Gender Differences and High Attainment
Recent emphasis on raising attainment has focused attention onto the ‘gender gap’ in school attainment levels. Using data from the Scottish School Leavers Survey, the article examines factors related to high attainment and asks whether these differ for males and females. A strong relationship is established between social advantage and high attainment within each gender. There is no evidence of differential progression rates for males and females…
New Labour, social justice and disabled students in higher education
This article draws on findings from an Economic and Social Research Council funded research project entitled ‘Disabled Students and Multiple Policy Innovations in Higher Education’ (R000239069). It begins with a brief review of theories of social justice and their implications for widening access policies for disabled students. Social justice may be conceptualised in relation to the distribution of social goods and cultural recognition. Related t…
Policy and provision for disabled students in higher education in Scotland and England
Higher education in the UK has been through a period of major change since the mid‐1980s. A massive expansion in the number of students has been coupled with a reduction in the unit of resource, increased inter‐institutional competition and greater accountability. Within this demanding context, pressure has also been applied to institutions to improve accessibility for disabled people, through funding council mechanisms, quality assurance procedu…
The impact of a unified curriculum and qualifications system
There is a cross‐national trend towards unified curriculum and qualifications frameworks in upper secondary education, but such reforms face epistemological, political and institutional barriers and ‘unification’ remains a contested issue in many countries, including England. This article examines the experience of the Scottish Higher Still reform, one of the most systematic examples of this trend. It presents data from an Economic and Social Res…
Getting round obstacles
The findings of a study of the experiences of disabled students in higher education in Scotland are reported. Detailed information about policy and provision for disabled students was sought from all higher education institutions and 12 in-depth case studies of students were carried out. It is argued that disabled students face obstacles to their participation in five areas: the physical environment, access to information, entrance to higher educ…
The Scottish educational crisis of 2000
The ‘exam results debacle ’ of August 2000 provoked a crisis of confidence in Scottish education, and appeared to reveal widespread discontent with the current Higher Still reform of post-16 education. For a time the political future of the reform seemed to hang in the balance. This is surprising because the reform incorporated the views of the consensus that emerged from the Howie debates of the early 1990s, and its development involved consulta…
Gender Differences and High Attainment
Recent emphasis on raising attainment has focused attention onto the ‘gender gap’ in school attainment levels. Using data from the Scottish School Leavers Survey, the article examines factors related to high attainment and asks whether these differ for males and females. A strong relationship is established between social advantage and high attainment within each gender. There is no evidence of differential progression rates for males and females…
Gender and attitudes to work and family roles
The last century, in particular the latter half, saw radical shifts in the roles and expectations of women in society. This article investigates the views of 14‐ to 16‐year‐olds in the year 2000 on work and family roles, exploring both their general views on gender roles and their own personal aspirations for the future. In general the young people believed that it was equally important for males and females to get good qualifications at school, …
Policy and provision for disabled students in higher education in Scotland and England
Higher education in the UK has been through a period of major change since the mid‐1980s. A massive expansion in the number of students has been coupled with a reduction in the unit of resource, increased inter‐institutional competition and greater accountability. Within this demanding context, pressure has also been applied to institutions to improve accessibility for disabled people, through funding council mechanisms, quality assurance procedu…
New Labour, social justice and disabled students in higher education
This article draws on findings from an Economic and Social Research Council funded research project entitled ‘Disabled Students and Multiple Policy Innovations in Higher Education’ (R000239069). It begins with a brief review of theories of social justice and their implications for widening access policies for disabled students. Social justice may be conceptualised in relation to the distribution of social goods and cultural recognition. Related t…
The impact of a unified curriculum and qualifications system
There is a cross‐national trend towards unified curriculum and qualifications frameworks in upper secondary education, but such reforms face epistemological, political and institutional barriers and ‘unification’ remains a contested issue in many countries, including England. This article examines the experience of the Scottish Higher Still reform, one of the most systematic examples of this trend. It presents data from an Economic and Social Res…
Sociology (7 works) · Political science (6 works) · Higher education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Disability Education and Employment (3 works) · Education Systems and Policy (3 works) · Law (3 works) · Politics (3 works) · Public Administration (3 works)