Derrick Armstrong
Biographic Data
| ID | 3655633 |
|---|---|
| NAME | Derrick Armstrong |
| GIVEN NAMES | Derrick |
| FAMILY NAME | Armstrong |
| SIGNATURE | ARMSTRONG D |
| AFFILIATIONS | University of Sheffield |
| ORCID | 0000-0003-1671-9290 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 75 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 5 |
Reconceptualising inclusive education in the Pacific
The Pacific Regional Education Framework (PacREF) 2018–2030 proposes an ambitious agenda for a transformative and sustainable educational intervention across 15 countries. This paper discusses an approach to inclusive education in the countries of the Pacific islands as they begin to engage with this educational framework. We argue that inclusive education has been heavily influenced by ideas from outside the Pacific. Pacific cultural understandi…
Understanding the Pathways to Resilience
Drawing on social ecological resilience frameworks, this study added adolescents’ voices to explore how they achieve academic and behavioural competencies despite being in high-risk environments in a Chinese context. Thirty-one 11th grade resilient students (12 male and 19 female) based on the previous quantitative results were interviewed. Results showed that the key people in the lives of resilient individuals are located in the micro-system of…
A Political Ecology of Youth and Crime
This book explores young people's 'nested' and 'political' ecological relationships with crime through an empirical investigation of the important 'places' and 'spaces' in young people's lives; in the
Inclusion
This paper explores the development internationally of the inclusive education perspective. Inclusive education as a late modernity reform project is exemplified in the call for ‘Education for All’. Despite the simplicity of its message, inclusion is highly contestable. We argue in this paper that the key questions raised by the concept of inclusion are not definitional, despite of, or perhaps because of the difficulties of framing a meaningful d…
Inclusion in higher education
The significant under-representation of people from low socio-economic backgrounds in higher education in Australia has been placed squarely at the front of the Australian Federal Government's higher education agenda. The barriers for students from low socio-economic backgrounds to access higher education are broad and multi-causal. The significance of policies and interventions promoting the theme of ‘inclusive education’, not just in Australia,…
Changes and Exchanges in Marginal Youth Transitions
While some groups of young people may negotiate successful transitions to work, others are unable or unlikely to do so. The concept of ‘fair exchange’ is pertinent to understanding youth transitions in their formative stages through educational experiences. Patterns of disrupted education challenge the education–work nexus not only because failure in education may limit labour market competitiveness but because the perceived false promises of edu…
Becoming criminal
At the same time as youth crime in the UK is falling, there has been an increase in the numbers of young people in custody together with an explosion of social policy initiatives aimed at young people deemed to be ‘at risk’ of becoming criminal and focused upon the prevention of future offending and inclusion in mainstream society. This paper explores the ideology of preventative programmes with at‐risk youth built upon a ‘taken‐for‐granted’ noti…
Special and inclusive education in the Eastern Caribbean
The countries of the Eastern Caribbean have for more than a decade been committed to the implementation of a common educational reform strategy. At the heart of this strategy has been the policy of 'education for all', which includes establishing educational support services for children with special educational needs. In the past, many disabled children and children with learning difficulties have been excluded from the education system in these…
The politics of self-advocacy and people with learning difficulties
English This article draws on an ESRC-funded study of self-advocacy to provide a critical commentary on the politics of self-advocacy for people with learning difficulties. The article argues that in considering ‘self-advocacy’ as a policy option through which the citizenship of people with learning difficulties can be asserted, it is necessary to start from an understanding of how ‘learning difficulties’ are themselves socially constructed as a …
What about Chantel? From inside out
We do not presume to understand fully our places insociety, nor the secrets which lead to the privileging of our voices as teachers and researchers over those who experience education as a process of social and moral exclusion. However, we are not mere observers; we are, as teachers and parents, involved in personal, professional and political struggles about the kind of society we want to live in and which we want for our children. This paper co…
Gender Differences in Motivational Style
Background . Gender has long been implicated in school‐based performance with gender differences varying across curriculum domains. Motivational differences have often been cited as a possible cause. However, evidence for the pattern of motivational difference between the genders is unclear. Aims . This study compares the motivational responses of girls and boys in the curriculum areas of mathematics and English. Two different measures of motivat…
Maladaptive motivational style
This study is concerned with the differences in the prevalence of maladaptive motivational styles in a school population in aspects of two National Curriculum core subjects: English and mathematics. Using a curriculum‐based adaptation of procedures devised by Craske (1988), all pupils in Years 7,9 and 11 of two secondary schools, and all pupils in Year 6 of 11 of their feeder primary schools, were categorised into one of three motivational styles…
Motivational styles in English and mathematics among children identified as having special educational needs
This study is concerned with the identification, development and prevalence of three different motivational styles: learned helplessness, self‐worth motivation and mastery orientation in two National Curriculum core subjects: English and mathematics. These three motivational styles are concerned with the ways in which children respond in the face of difficult and challenging educational tasks. Using Craske's (1988) procedures, a total of 437 chil…
The Assessment of Special Educational Needs and the Proletarianisation of Professionals
This article reports our recent ESRC funded research on the identification of children with emotional and behavioural difficulties under the procedures of the 1981 Education Act. It is argued that the concepts of 'deskilling' and 'proletarianisation' provide a useful framework of analysis when examining the role of teachers and other professionals involved in the assessment process. However, we discuss evidence suggesting that negotiations betwee…
Assessing Special Educational Needs
This article is concerned with the role of the child in assessments under the 1981 Education Act. It focuses on the implications of the child's contribution for professional practice. Despite the recommendations of the DES in Circular 22/89 that the feelings and perceptions of the child should be taken into account and that the concept of partnership should be extended to children and young people, in practice the child's contribution is often mi…
Inclusion
This paper explores the development internationally of the inclusive education perspective. Inclusive education as a late modernity reform project is exemplified in the call for ‘Education for All’. Despite the simplicity of its message, inclusion is highly contestable. We argue in this paper that the key questions raised by the concept of inclusion are not definitional, despite of, or perhaps because of the difficulties of framing a meaningful d…
Becoming criminal
At the same time as youth crime in the UK is falling, there has been an increase in the numbers of young people in custody together with an explosion of social policy initiatives aimed at young people deemed to be ‘at risk’ of becoming criminal and focused upon the prevention of future offending and inclusion in mainstream society. This paper explores the ideology of preventative programmes with at‐risk youth built upon a ‘taken‐for‐granted’ noti…
The politics of self-advocacy and people with learning difficulties
English This article draws on an ESRC-funded study of self-advocacy to provide a critical commentary on the politics of self-advocacy for people with learning difficulties. The article argues that in considering ‘self-advocacy’ as a policy option through which the citizenship of people with learning difficulties can be asserted, it is necessary to start from an understanding of how ‘learning difficulties’ are themselves socially constructed as a …
Inclusion in higher education
The significant under-representation of people from low socio-economic backgrounds in higher education in Australia has been placed squarely at the front of the Australian Federal Government's higher education agenda. The barriers for students from low socio-economic backgrounds to access higher education are broad and multi-causal. The significance of policies and interventions promoting the theme of ‘inclusive education’, not just in Australia,…
Reconceptualising inclusive education in the Pacific
The Pacific Regional Education Framework (PacREF) 2018–2030 proposes an ambitious agenda for a transformative and sustainable educational intervention across 15 countries. This paper discusses an approach to inclusive education in the countries of the Pacific islands as they begin to engage with this educational framework. We argue that inclusive education has been heavily influenced by ideas from outside the Pacific. Pacific cultural understandi…
Changes and Exchanges in Marginal Youth Transitions
While some groups of young people may negotiate successful transitions to work, others are unable or unlikely to do so. The concept of ‘fair exchange’ is pertinent to understanding youth transitions in their formative stages through educational experiences. Patterns of disrupted education challenge the education–work nexus not only because failure in education may limit labour market competitiveness but because the perceived false promises of edu…
Assessing Special Educational Needs
This article is concerned with the role of the child in assessments under the 1981 Education Act. It focuses on the implications of the child's contribution for professional practice. Despite the recommendations of the DES in Circular 22/89 that the feelings and perceptions of the child should be taken into account and that the concept of partnership should be extended to children and young people, in practice the child's contribution is often mi…
Understanding the Pathways to Resilience
Drawing on social ecological resilience frameworks, this study added adolescents’ voices to explore how they achieve academic and behavioural competencies despite being in high-risk environments in a Chinese context. Thirty-one 11th grade resilient students (12 male and 19 female) based on the previous quantitative results were interviewed. Results showed that the key people in the lives of resilient individuals are located in the micro-system of…
Maladaptive motivational style
This study is concerned with the differences in the prevalence of maladaptive motivational styles in a school population in aspects of two National Curriculum core subjects: English and mathematics. Using a curriculum‐based adaptation of procedures devised by Craske (1988), all pupils in Years 7,9 and 11 of two secondary schools, and all pupils in Year 6 of 11 of their feeder primary schools, were categorised into one of three motivational styles…
Special and inclusive education in the Eastern Caribbean
The countries of the Eastern Caribbean have for more than a decade been committed to the implementation of a common educational reform strategy. At the heart of this strategy has been the policy of 'education for all', which includes establishing educational support services for children with special educational needs. In the past, many disabled children and children with learning difficulties have been excluded from the education system in these…
What about Chantel? From inside out
We do not presume to understand fully our places insociety, nor the secrets which lead to the privileging of our voices as teachers and researchers over those who experience education as a process of social and moral exclusion. However, we are not mere observers; we are, as teachers and parents, involved in personal, professional and political struggles about the kind of society we want to live in and which we want for our children. This paper co…
Motivational styles in English and mathematics among children identified as having special educational needs
This study is concerned with the identification, development and prevalence of three different motivational styles: learned helplessness, self‐worth motivation and mastery orientation in two National Curriculum core subjects: English and mathematics. These three motivational styles are concerned with the ways in which children respond in the face of difficult and challenging educational tasks. Using Craske's (1988) procedures, a total of 437 chil…
The Assessment of Special Educational Needs and the Proletarianisation of Professionals
This article reports our recent ESRC funded research on the identification of children with emotional and behavioural difficulties under the procedures of the 1981 Education Act. It is argued that the concepts of 'deskilling' and 'proletarianisation' provide a useful framework of analysis when examining the role of teachers and other professionals involved in the assessment process. However, we discuss evidence suggesting that negotiations betwee…
The Assessment of Special Educational Needs and the Proletarianisation of Professionals
This article reports our recent ESRC funded research on the identification of children with emotional and behavioural difficulties under the procedures of the 1981 Education Act. It is argued that the concepts of 'deskilling' and 'proletarianisation' provide a useful framework of analysis when examining the role of teachers and other professionals involved in the assessment process. However, we discuss evidence suggesting that negotiations betwee…
Assessing Special Educational Needs
This article is concerned with the role of the child in assessments under the 1981 Education Act. It focuses on the implications of the child's contribution for professional practice. Despite the recommendations of the DES in Circular 22/89 that the feelings and perceptions of the child should be taken into account and that the concept of partnership should be extended to children and young people, in practice the child's contribution is often mi…
Motivational styles in English and mathematics among children identified as having special educational needs
This study is concerned with the identification, development and prevalence of three different motivational styles: learned helplessness, self‐worth motivation and mastery orientation in two National Curriculum core subjects: English and mathematics. These three motivational styles are concerned with the ways in which children respond in the face of difficult and challenging educational tasks. Using Craske's (1988) procedures, a total of 437 chil…
Maladaptive motivational style
This study is concerned with the differences in the prevalence of maladaptive motivational styles in a school population in aspects of two National Curriculum core subjects: English and mathematics. Using a curriculum‐based adaptation of procedures devised by Craske (1988), all pupils in Years 7,9 and 11 of two secondary schools, and all pupils in Year 6 of 11 of their feeder primary schools, were categorised into one of three motivational styles…
Gender Differences in Motivational Style
Background . Gender has long been implicated in school‐based performance with gender differences varying across curriculum domains. Motivational differences have often been cited as a possible cause. However, evidence for the pattern of motivational difference between the genders is unclear. Aims . This study compares the motivational responses of girls and boys in the curriculum areas of mathematics and English. Two different measures of motivat…
What about Chantel? From inside out
We do not presume to understand fully our places insociety, nor the secrets which lead to the privileging of our voices as teachers and researchers over those who experience education as a process of social and moral exclusion. However, we are not mere observers; we are, as teachers and parents, involved in personal, professional and political struggles about the kind of society we want to live in and which we want for our children. This paper co…
The politics of self-advocacy and people with learning difficulties
English This article draws on an ESRC-funded study of self-advocacy to provide a critical commentary on the politics of self-advocacy for people with learning difficulties. The article argues that in considering ‘self-advocacy’ as a policy option through which the citizenship of people with learning difficulties can be asserted, it is necessary to start from an understanding of how ‘learning difficulties’ are themselves socially constructed as a …
Special and inclusive education in the Eastern Caribbean
The countries of the Eastern Caribbean have for more than a decade been committed to the implementation of a common educational reform strategy. At the heart of this strategy has been the policy of 'education for all', which includes establishing educational support services for children with special educational needs. In the past, many disabled children and children with learning difficulties have been excluded from the education system in these…
Becoming criminal
At the same time as youth crime in the UK is falling, there has been an increase in the numbers of young people in custody together with an explosion of social policy initiatives aimed at young people deemed to be ‘at risk’ of becoming criminal and focused upon the prevention of future offending and inclusion in mainstream society. This paper explores the ideology of preventative programmes with at‐risk youth built upon a ‘taken‐for‐granted’ noti…
Changes and Exchanges in Marginal Youth Transitions
While some groups of young people may negotiate successful transitions to work, others are unable or unlikely to do so. The concept of ‘fair exchange’ is pertinent to understanding youth transitions in their formative stages through educational experiences. Patterns of disrupted education challenge the education–work nexus not only because failure in education may limit labour market competitiveness but because the perceived false promises of edu…
Inclusion
This paper explores the development internationally of the inclusive education perspective. Inclusive education as a late modernity reform project is exemplified in the call for ‘Education for All’. Despite the simplicity of its message, inclusion is highly contestable. We argue in this paper that the key questions raised by the concept of inclusion are not definitional, despite of, or perhaps because of the difficulties of framing a meaningful d…
Inclusion in higher education
The significant under-representation of people from low socio-economic backgrounds in higher education in Australia has been placed squarely at the front of the Australian Federal Government's higher education agenda. The barriers for students from low socio-economic backgrounds to access higher education are broad and multi-causal. The significance of policies and interventions promoting the theme of ‘inclusive education’, not just in Australia,…
A Political Ecology of Youth and Crime
This book explores young people's 'nested' and 'political' ecological relationships with crime through an empirical investigation of the important 'places' and 'spaces' in young people's lives; in the
Understanding the Pathways to Resilience
Drawing on social ecological resilience frameworks, this study added adolescents’ voices to explore how they achieve academic and behavioural competencies despite being in high-risk environments in a Chinese context. Thirty-one 11th grade resilient students (12 male and 19 female) based on the previous quantitative results were interviewed. Results showed that the key people in the lives of resilient individuals are located in the micro-system of…
Reconceptualising inclusive education in the Pacific
The Pacific Regional Education Framework (PacREF) 2018–2030 proposes an ambitious agenda for a transformative and sustainable educational intervention across 15 countries. This paper discusses an approach to inclusive education in the countries of the Pacific islands as they begin to engage with this educational framework. We argue that inclusive education has been heavily influenced by ideas from outside the Pacific. Pacific cultural understandi…
Political science (12 works) · Sociology (11 works) · Pedagogy (9 works) · Public relations (7 works) · Social science (7 works) · Law (6 works) · Psychology (6 works) · Social Psychology (6 works) · Developmental psychology (5 works) · Inclusion (mineral (5 works)