Joan Stead
Biographic Data
| ID | 3591980 |
|---|---|
| NAME | Joan Stead |
| GIVEN NAMES | Joan |
| FAMILY NAME | Stead |
| SIGNATURE | STEAD J |
| AFFILIATIONS | University of Edinburgh |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 2 |
Theorising equality in education: What can be learnt from the field of additional support needs
L’article porte sur les conséquences de la Loi écossaise sur l’Éducation (2004), favorisant l’accompagnement éducatif des élèves en difficultés d’apprentissage, y compris en raison de leur milieu défavorisé. L’objectif est redistributif mais la loi n’est pas appliquée. Alors que les enfants ayant des besoins d’accompagnement supplémentaires ont plus de chances d’habiter dans des quartiers défavorisés, ils sont plus identifiés comme atteints de tr…
Parental experiences of dealing with disputes in Additional Support Needs in Scotland: Why are parents not engaging with mediation
Partnerships with parents, particularly in the field of education, have featured prominently in policy rhetoric for many years, but routes of redress have not had much attention until relatively recently. The development of Alternative Dispute Resolution in the UK reflects the situation in several jurisdictions (e.g. Norway, Germany, the Netherlands) where citizens can choose not to go to court to resolve administrative disputes. Under the Educat…
Teachers are Afraid we are Stealing their Strength’: A Risk Society and Restorative Approaches in School
This paper will discuss the introduction of Restorative Approaches (RA) in schools, contextualising this within a discussion of international concerns about school safety, (in)discipline and school violence. It will explore questions about the compatibility of RA with zero tolerance and positive/assertive discipline approaches and the use of disciplinary exclusion in a ‘risk society’
Additional support needs reforms and social justice in Scotland
New additional support‐needs legislation in Scotland sought to recognise the way in which poverty, as well as individual impairment, contribute to the creation of children's difficulties in learning. As well as identifying a wider range of needs, the legislation sought to provide parents, irrespective of social background, with more powerful means of challenging local authority decisions on resource allocation, with the aim of delivering a fairer…
Can restorative practices in schools make a difference?
Schools in the UK looking for solutions to concerns about indiscipline have been enthused by the basic premise of restorative practice; the need to restore good relationships when there has been conflict or harm; and develop a school ethos, policies and procedures that reduce the possibilities of such conflict and harm arising. In 2004 the Scottish Executive funded a national pilot project on restorative practice and commissioned a team at Glasgo…
Generating an inclusive ethos? Exploring the impact of restorative practices in Scottish schools
In 2004, the Scottish Executive Education Department (SEED) established a project to pilot restorative practices (RPs) in schools in three local authorities (LAs) in Scotland. The pilot project was one strand of the Scottish Executive's range of initiatives to promote Better Behaviour Better Learning in Scottish schools and was to run from 2004 to 2006. In parallel with the pilot project, SEED commissioned a team from the Universities of Edinburg…
Participation or practice innovation: Tensions in inter‐agency working to address disciplinary exclusion from school
This paper explores dilemmas and tensions between two models of school based inter‐agency meetings to prevent disciplinary exclusion from school. The first model is characterised by innovative practice developed through long established professional relationships and addresses both individual and strategic issues in supporting young people who are at risk of disciplinary exclusion from school. The second model strongly emphasises the right to par…
Schools for the 21st century: The national debate on education in Scotland
In 2002, the Scottish Executive Education Department launched a national debate on schools for the 21st century. The debate elicited over 1500 responses and it is estimated that 20,000 people took part. This paper describes the main themes arising from the debate, highlighting the support for comprehensive education and the high level of trust in the quality and professionalism of teachers. The agenda for change was in terms of greater flexibilit…
The boys and girls not calling me names and the teachers to believe me’. Name calling and the experiences of Travellers in school
This paper is about name calling and bullying of Gypsy and Show Travellers in school and the response of schools. The data discussed were gathered as part of a small‐scale study of the experiences of Gypsy and Show Travellers in school in Scotland and of the views of school and Traveller support staff. The overall focus of the study was on exclusion and perceptions of deviance. There was a difference in the teachers' views of the two groups of Tr…
From the Mountains to the Plains: The Integration of the Lafofa Nuba into Sudanese Society
This study of the Lafofa Nuba in the Sudan is the first comprehensive analysis of a matrilineal Nuba group. The author discusses the ways in which the Lafofa people in the Sudan are affected by centralisation of administration, commercialisation of agriculture, and the influence of Muslim culture. The study is a revision of the author's dissertation in anthropology
Schools for the 21st century: The national debate on education in Scotland
In 2002, the Scottish Executive Education Department launched a national debate on schools for the 21st century. The debate elicited over 1500 responses and it is estimated that 20,000 people took part. This paper describes the main themes arising from the debate, highlighting the support for comprehensive education and the high level of trust in the quality and professionalism of teachers. The agenda for change was in terms of greater flexibilit…
From the Mountains to the Plains: The Integration of the Lafofa Nuba into Sudanese Society
This study of the Lafofa Nuba in the Sudan is the first comprehensive analysis of a matrilineal Nuba group. The author discusses the ways in which the Lafofa people in the Sudan are affected by centralisation of administration, commercialisation of agriculture, and the influence of Muslim culture. The study is a revision of the author's dissertation in anthropology
Additional support needs reforms and social justice in Scotland
New additional support‐needs legislation in Scotland sought to recognise the way in which poverty, as well as individual impairment, contribute to the creation of children's difficulties in learning. As well as identifying a wider range of needs, the legislation sought to provide parents, irrespective of social background, with more powerful means of challenging local authority decisions on resource allocation, with the aim of delivering a fairer…
Parental experiences of dealing with disputes in Additional Support Needs in Scotland: Why are parents not engaging with mediation
Partnerships with parents, particularly in the field of education, have featured prominently in policy rhetoric for many years, but routes of redress have not had much attention until relatively recently. The development of Alternative Dispute Resolution in the UK reflects the situation in several jurisdictions (e.g. Norway, Germany, the Netherlands) where citizens can choose not to go to court to resolve administrative disputes. Under the Educat…
Teachers are Afraid we are Stealing their Strength’: A Risk Society and Restorative Approaches in School
This paper will discuss the introduction of Restorative Approaches (RA) in schools, contextualising this within a discussion of international concerns about school safety, (in)discipline and school violence. It will explore questions about the compatibility of RA with zero tolerance and positive/assertive discipline approaches and the use of disciplinary exclusion in a ‘risk society’
Generating an inclusive ethos? Exploring the impact of restorative practices in Scottish schools
In 2004, the Scottish Executive Education Department (SEED) established a project to pilot restorative practices (RPs) in schools in three local authorities (LAs) in Scotland. The pilot project was one strand of the Scottish Executive's range of initiatives to promote Better Behaviour Better Learning in Scottish schools and was to run from 2004 to 2006. In parallel with the pilot project, SEED commissioned a team from the Universities of Edinburg…
From the Mountains to the Plains: The Integration of the Lafofa Nuba into Sudanese Society
This study of the Lafofa Nuba in the Sudan is the first comprehensive analysis of a matrilineal Nuba group. The author discusses the ways in which the Lafofa people in the Sudan are affected by centralisation of administration, commercialisation of agriculture, and the influence of Muslim culture. The study is a revision of the author's dissertation in anthropology
The boys and girls not calling me names and the teachers to believe me’. Name calling and the experiences of Travellers in school
This paper is about name calling and bullying of Gypsy and Show Travellers in school and the response of schools. The data discussed were gathered as part of a small‐scale study of the experiences of Gypsy and Show Travellers in school in Scotland and of the views of school and Traveller support staff. The overall focus of the study was on exclusion and perceptions of deviance. There was a difference in the teachers' views of the two groups of Tr…
Participation or practice innovation: Tensions in inter‐agency working to address disciplinary exclusion from school
This paper explores dilemmas and tensions between two models of school based inter‐agency meetings to prevent disciplinary exclusion from school. The first model is characterised by innovative practice developed through long established professional relationships and addresses both individual and strategic issues in supporting young people who are at risk of disciplinary exclusion from school. The second model strongly emphasises the right to par…
Schools for the 21st century: The national debate on education in Scotland
In 2002, the Scottish Executive Education Department launched a national debate on schools for the 21st century. The debate elicited over 1500 responses and it is estimated that 20,000 people took part. This paper describes the main themes arising from the debate, highlighting the support for comprehensive education and the high level of trust in the quality and professionalism of teachers. The agenda for change was in terms of greater flexibilit…
Can restorative practices in schools make a difference?
Schools in the UK looking for solutions to concerns about indiscipline have been enthused by the basic premise of restorative practice; the need to restore good relationships when there has been conflict or harm; and develop a school ethos, policies and procedures that reduce the possibilities of such conflict and harm arising. In 2004 the Scottish Executive funded a national pilot project on restorative practice and commissioned a team at Glasgo…
Generating an inclusive ethos? Exploring the impact of restorative practices in Scottish schools
In 2004, the Scottish Executive Education Department (SEED) established a project to pilot restorative practices (RPs) in schools in three local authorities (LAs) in Scotland. The pilot project was one strand of the Scottish Executive's range of initiatives to promote Better Behaviour Better Learning in Scottish schools and was to run from 2004 to 2006. In parallel with the pilot project, SEED commissioned a team from the Universities of Edinburg…
Additional support needs reforms and social justice in Scotland
New additional support‐needs legislation in Scotland sought to recognise the way in which poverty, as well as individual impairment, contribute to the creation of children's difficulties in learning. As well as identifying a wider range of needs, the legislation sought to provide parents, irrespective of social background, with more powerful means of challenging local authority decisions on resource allocation, with the aim of delivering a fairer…
Theorising equality in education: What can be learnt from the field of additional support needs
L’article porte sur les conséquences de la Loi écossaise sur l’Éducation (2004), favorisant l’accompagnement éducatif des élèves en difficultés d’apprentissage, y compris en raison de leur milieu défavorisé. L’objectif est redistributif mais la loi n’est pas appliquée. Alors que les enfants ayant des besoins d’accompagnement supplémentaires ont plus de chances d’habiter dans des quartiers défavorisés, ils sont plus identifiés comme atteints de tr…
Parental experiences of dealing with disputes in Additional Support Needs in Scotland: Why are parents not engaging with mediation
Partnerships with parents, particularly in the field of education, have featured prominently in policy rhetoric for many years, but routes of redress have not had much attention until relatively recently. The development of Alternative Dispute Resolution in the UK reflects the situation in several jurisdictions (e.g. Norway, Germany, the Netherlands) where citizens can choose not to go to court to resolve administrative disputes. Under the Educat…
Teachers are Afraid we are Stealing their Strength’: A Risk Society and Restorative Approaches in School
This paper will discuss the introduction of Restorative Approaches (RA) in schools, contextualising this within a discussion of international concerns about school safety, (in)discipline and school violence. It will explore questions about the compatibility of RA with zero tolerance and positive/assertive discipline approaches and the use of disciplinary exclusion in a ‘risk society’
Sociology (10 works) · Political science (7 works) · Law (6 works) · Public relations (6 works) · Law (5 works) · Pedagogy (5 works) · Psychology (5 works) · Criminal Justice and Corrections Analysis (4 works) · Education Discipline and Inequality (4 works) · Social Psychology (4 works)