Alan Dyson
Biographic Data
| ID | 4085155 |
|---|---|
| NAME | Alan Dyson |
| GIVEN NAMES | Alan |
| FAMILY NAME | Dyson |
| SIGNATURE | DYSON A |
| AFFILIATIONS | University of Manchester |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 75 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 5 |
Extended Schools
Area-Based Initiatives in England
Education-focused area-based initiatives (ABIs) are attempts to vary the forms of provision and practice that are typical within an education system in order to respond to what are held to be the particular challenges of particular places. They have been used extensively in English education policy as a means of tackling educational disadvantage. This paper1 reviews the history of their use, but argues that their effects have been mixed at best. …
Education and poverty
Although there is widespread agreement that poverty and poor educational outcomes are related, there are different explanations about why that should be the case. The purpose of this paper is to provide a conceptual synthesis of some of the research literature on poverty and education. From our readings the debates cohere, to a greater or lesser extent, around three different foci: ones that focus on the individual and that we have termed the ‘mi…
Towards Extended Schools? How Education and Other Professionals Understand Community‐Oriented Schooling
The government in England is proposing that every school should offer extended services to children, families and communities. However, in the absence of agreed models of how such community‐oriented schooling should operate, its form will depend on how it is understood by the education professionals and their partners in other agencies who have to make it work in practice. This article draws on data from interviews with over 350 professionals to …
Full service extended schools and educational inequality in urban contexts—new opportunities for progress
This paper examines the extent to which the UK government's full service extended schools programme has the capacity to ameliorate educational inequality in urban contexts. It starts by examining a variety of explanatory narratives for educational inequality in urban contexts in the UK and suggests that the dynamics of social exclusion created by urban decline has generated particular types of polarised urban communities whose analysis has often …
The role of schools in area regeneration
There is evidence in recent Government policy in England of the emergence of a wider role for schools in relation to the neighbourhoods they serve. In particular, the National Strategy for Neighbourhood Renewal in England sets the work of schools within the context of an overarching regeneration strategy. The study reported here, sponsored by the Joseph Rowntree Foundation, aimed to explore the ways in which schools were conceptualizing this new …
Improving Schools, Developing Inclusion
While many books explore the possibilities for developing inclusive practices in schools, and ‘inclusion’ is widely regarded as a desirable goal, much of the literature on the subject has been narrowly concerned with the inclusion of pupils with special educational needs. This book however, takes the view that marginalisation, exclusion and underachievement take many forms and affect many different kinds of child. As such, a definition of inclusi…
Participation and Democracy
Inclusion and the standards agenda
This paper reports on some aspects of a collaborative action research project involving teams from 25 schools in England working with researchers from three universities in an attempt to understand how schools can develop more inclusive cultures, policies and practices. Unusually in this field, the schools were not selected because of any exceptional and explicit commitment to ‘inclusion’. A common process of development emerged across the school…
Teacher learning and the development of inclusive practices and policies
The process of a school becoming more inclusive involves teacher learning. The Economic and Social Research Council Teaching and Learning Research Programme (ESRC TLRP) research and development Network ‘Understanding and Developing Inclusive Practices in Schools’ presented an opportunity both to understand the nature of this learning and to explore more optimal conditions for it to take place. By comparing and contrasting the findings from three …
Understanding and developing inclusive practices in schools
This paper provides an account of the methodological lessons and emerging findings of a collaborative action research network in England. The Network involves teams of researchers from three universities in working alongside school and local education authority practitioners as they explore ways of developing more inclusive practices. The analysis of these experiences throws light on the nature of the tensions between national policies for raisin…
Inter-professional collaboration and conceptualisations of practice
This article discusses the inter-professional collaborative experiences of professionals working with children and their families in two areas of high social need. The findings suggest that, although the way that professionals conceptualise their practice may hinder attempts to collaborate effectively, a complex interplay of several factors is involved. A typology of the various collaborations reported is then constructed. Finally, integrating th…
Inter‐professional collaboration and conceptualisations of practice
This article discusses the inter‐professional collaborative experiences of professionals working with children and their families in two areas of high social need. The findings suggest that, although the way that professionals conceptualise their practice may hinder attempts to collaborate effectively, a complex interplay of several factors is involved. A typology of the various collaborations reported is then constructed. Finally, integrating th…
Theories of Inclusion, Theories of Schools
The Government's recent commitment to inclusive education aligns English policy in special needs education with the international inclusion movement. One of the founding assumptions of that movement is that mainstream schools can and should develop structures and practices which will allow them to respond more fully to the diversity of their pupil populations. This article reports a study of four comprehensive schools seeking to develop in this m…
Understanding inclusion and exclusion in the English competitive education system
In this article the processes of inclusion and exclusion are explored in one secondary school. The interplay between processes within the school and the competitive changes within the English education system that have increased exclusionary pressures on some students are examined. The school includes students with visual disabilities and others categorized as having ‘severe learning difficulties’. The emphasis, however, is on how the school resp…
Beyond the Whole School Approach
During the 1980s, a consensus developed around the whole school approach as the dominant form of special needs provision in mainstream secondary schools. This consensus overlooked fundamental tensions within the approach—heightened but not caused by the 1988 Education Reform Act—particularly in respect to notions of specialness, equality, and entitlement. Three case studies drawn from the authors' research suggest that schools are addressing thes…
How a City Works
Afin d'encourager le developpement des sciences dans les ecoles primaires et secondaires des Etats-Unis, un programme de perfectionnement et de formation en sciences a ete mis au point par le Conseil MIT
Beyond the Whole School Approach
During the 1980s, a consensus developed around the whole school approach as the dominant form of special needs provision in mainstream secondary schools. This consensus overlooked fundamental tensions within the approach—heightened but not caused by the 1988 Education Reform Act—particularly in respect of notions of specialness, equality and entitlement. Three case studies drawn from research by the authors suggest that schools are addressing the…
Understanding and developing inclusive practices in schools
This paper provides an account of the methodological lessons and emerging findings of a collaborative action research network in England. The Network involves teams of researchers from three universities in working alongside school and local education authority practitioners as they explore ways of developing more inclusive practices. The analysis of these experiences throws light on the nature of the tensions between national policies for raisin…
Inclusion and the standards agenda
This paper reports on some aspects of a collaborative action research project involving teams from 25 schools in England working with researchers from three universities in an attempt to understand how schools can develop more inclusive cultures, policies and practices. Unusually in this field, the schools were not selected because of any exceptional and explicit commitment to ‘inclusion’. A common process of development emerged across the school…
Understanding inclusion and exclusion in the English competitive education system
In this article the processes of inclusion and exclusion are explored in one secondary school. The interplay between processes within the school and the competitive changes within the English education system that have increased exclusionary pressures on some students are examined. The school includes students with visual disabilities and others categorized as having ‘severe learning difficulties’. The emphasis, however, is on how the school resp…
Education and poverty
Although there is widespread agreement that poverty and poor educational outcomes are related, there are different explanations about why that should be the case. The purpose of this paper is to provide a conceptual synthesis of some of the research literature on poverty and education. From our readings the debates cohere, to a greater or lesser extent, around three different foci: ones that focus on the individual and that we have termed the ‘mi…
Teacher learning and the development of inclusive practices and policies
The process of a school becoming more inclusive involves teacher learning. The Economic and Social Research Council Teaching and Learning Research Programme (ESRC TLRP) research and development Network ‘Understanding and Developing Inclusive Practices in Schools’ presented an opportunity both to understand the nature of this learning and to explore more optimal conditions for it to take place. By comparing and contrasting the findings from three …
Theories of Inclusion, Theories of Schools
The Government's recent commitment to inclusive education aligns English policy in special needs education with the international inclusion movement. One of the founding assumptions of that movement is that mainstream schools can and should develop structures and practices which will allow them to respond more fully to the diversity of their pupil populations. This article reports a study of four comprehensive schools seeking to develop in this m…
Full service extended schools and educational inequality in urban contexts—new opportunities for progress
This paper examines the extent to which the UK government's full service extended schools programme has the capacity to ameliorate educational inequality in urban contexts. It starts by examining a variety of explanatory narratives for educational inequality in urban contexts in the UK and suggests that the dynamics of social exclusion created by urban decline has generated particular types of polarised urban communities whose analysis has often …
Beyond the Whole School Approach
During the 1980s, a consensus developed around the whole school approach as the dominant form of special needs provision in mainstream secondary schools. This consensus overlooked fundamental tensions within the approach—heightened but not caused by the 1988 Education Reform Act—particularly in respect of notions of specialness, equality and entitlement. Three case studies drawn from research by the authors suggest that schools are addressing the…
How a City Works
Afin d'encourager le developpement des sciences dans les ecoles primaires et secondaires des Etats-Unis, un programme de perfectionnement et de formation en sciences a ete mis au point par le Conseil MIT
Beyond the Whole School Approach
During the 1980s, a consensus developed around the whole school approach as the dominant form of special needs provision in mainstream secondary schools. This consensus overlooked fundamental tensions within the approach—heightened but not caused by the 1988 Education Reform Act—particularly in respect of notions of specialness, equality and entitlement. Three case studies drawn from research by the authors suggest that schools are addressing the…
Beyond the Whole School Approach
During the 1980s, a consensus developed around the whole school approach as the dominant form of special needs provision in mainstream secondary schools. This consensus overlooked fundamental tensions within the approach—heightened but not caused by the 1988 Education Reform Act—particularly in respect to notions of specialness, equality, and entitlement. Three case studies drawn from the authors' research suggest that schools are addressing thes…
Understanding inclusion and exclusion in the English competitive education system
In this article the processes of inclusion and exclusion are explored in one secondary school. The interplay between processes within the school and the competitive changes within the English education system that have increased exclusionary pressures on some students are examined. The school includes students with visual disabilities and others categorized as having ‘severe learning difficulties’. The emphasis, however, is on how the school resp…
Theories of Inclusion, Theories of Schools
The Government's recent commitment to inclusive education aligns English policy in special needs education with the international inclusion movement. One of the founding assumptions of that movement is that mainstream schools can and should develop structures and practices which will allow them to respond more fully to the diversity of their pupil populations. This article reports a study of four comprehensive schools seeking to develop in this m…
Inter-professional collaboration and conceptualisations of practice
This article discusses the inter-professional collaborative experiences of professionals working with children and their families in two areas of high social need. The findings suggest that, although the way that professionals conceptualise their practice may hinder attempts to collaborate effectively, a complex interplay of several factors is involved. A typology of the various collaborations reported is then constructed. Finally, integrating th…
Inter‐professional collaboration and conceptualisations of practice
This article discusses the inter‐professional collaborative experiences of professionals working with children and their families in two areas of high social need. The findings suggest that, although the way that professionals conceptualise their practice may hinder attempts to collaborate effectively, a complex interplay of several factors is involved. A typology of the various collaborations reported is then constructed. Finally, integrating th…
Understanding and developing inclusive practices in schools
This paper provides an account of the methodological lessons and emerging findings of a collaborative action research network in England. The Network involves teams of researchers from three universities in working alongside school and local education authority practitioners as they explore ways of developing more inclusive practices. The analysis of these experiences throws light on the nature of the tensions between national policies for raisin…
Teacher learning and the development of inclusive practices and policies
The process of a school becoming more inclusive involves teacher learning. The Economic and Social Research Council Teaching and Learning Research Programme (ESRC TLRP) research and development Network ‘Understanding and Developing Inclusive Practices in Schools’ presented an opportunity both to understand the nature of this learning and to explore more optimal conditions for it to take place. By comparing and contrasting the findings from three …
Improving Schools, Developing Inclusion
While many books explore the possibilities for developing inclusive practices in schools, and ‘inclusion’ is widely regarded as a desirable goal, much of the literature on the subject has been narrowly concerned with the inclusion of pupils with special educational needs. This book however, takes the view that marginalisation, exclusion and underachievement take many forms and affect many different kinds of child. As such, a definition of inclusi…
Participation and Democracy
Inclusion and the standards agenda
This paper reports on some aspects of a collaborative action research project involving teams from 25 schools in England working with researchers from three universities in an attempt to understand how schools can develop more inclusive cultures, policies and practices. Unusually in this field, the schools were not selected because of any exceptional and explicit commitment to ‘inclusion’. A common process of development emerged across the school…
Towards Extended Schools? How Education and Other Professionals Understand Community‐Oriented Schooling
The government in England is proposing that every school should offer extended services to children, families and communities. However, in the absence of agreed models of how such community‐oriented schooling should operate, its form will depend on how it is understood by the education professionals and their partners in other agencies who have to make it work in practice. This article draws on data from interviews with over 350 professionals to …
Full service extended schools and educational inequality in urban contexts—new opportunities for progress
This paper examines the extent to which the UK government's full service extended schools programme has the capacity to ameliorate educational inequality in urban contexts. It starts by examining a variety of explanatory narratives for educational inequality in urban contexts in the UK and suggests that the dynamics of social exclusion created by urban decline has generated particular types of polarised urban communities whose analysis has often …
The role of schools in area regeneration
There is evidence in recent Government policy in England of the emergence of a wider role for schools in relation to the neighbourhoods they serve. In particular, the National Strategy for Neighbourhood Renewal in England sets the work of schools within the context of an overarching regeneration strategy. The study reported here, sponsored by the Joseph Rowntree Foundation, aimed to explore the ways in which schools were conceptualizing this new …
Education and poverty
Although there is widespread agreement that poverty and poor educational outcomes are related, there are different explanations about why that should be the case. The purpose of this paper is to provide a conceptual synthesis of some of the research literature on poverty and education. From our readings the debates cohere, to a greater or lesser extent, around three different foci: ones that focus on the individual and that we have termed the ‘mi…
Area-Based Initiatives in England
Education-focused area-based initiatives (ABIs) are attempts to vary the forms of provision and practice that are typical within an education system in order to respond to what are held to be the particular challenges of particular places. They have been used extensively in English education policy as a means of tackling educational disadvantage. This paper1 reviews the history of their use, but argues that their effects have been mixed at best. …
Extended Schools
Sociology (16 works) · Political science (15 works) · Pedagogy (10 works) · Public relations (9 works) · Teacher Education and Leadership Studies (6 works) · Collaborative Teaching and Inclusion (5 works) · Engineering (5 works) · Law (5 works) · Parental Involvement in Education (5 works) · Social science (5 works)