Carl Parsons
Biographic Data
| ID | 4251130 |
|---|---|
| NAME | Carl Parsons |
| GIVEN NAMES | Carl |
| FAMILY NAME | Parsons |
| SIGNATURE | PARSONS C |
| AFFILIATIONS | Canterbury Christ Church University |
| ORCID | 0000-0002-6612-0836 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 3 |
The Contributions of Memory and Vocabulary to Non-Verbal Ability Scores in Adolescents with Intellectual Disability
It is usually assumed that performance on non-verbal intelligence tests reflects visual cognitive processing and that aspects of working memory (WM) will be involved. However, the unique contribution of memory to non-verbal scores is not clear, nor is the unique contribution of vocabulary. Thus, we aimed to investigate these contributions. Non-verbal test scores for 17 individuals with intellectual disability (ID) and 39 children with typical dev…
On Track Multi‐Agency Projects in Schools and Communities
Social inclusion, multi‐agency projects in education in the United Kingdom increasingly seek to work with participation from children, families and communities and through partnerships with other agencies. In this paper, the complexities of such developments are examined. The paper looks at the wider context of preventative and social inclusion projects and highlights the ways in which schools tend to be the dominant locus of communication, deliv…
School Exclusion
This paper examines perspectives on student disaffection in education at the levels of culture and policy. It considers the balance between punitive/exclusionary and therapeutic/restorative positions. The paper engages with concepts of retributive punishment (Murray, 2004a; 2004b), social welfare ideologies (Esping-Andersen, 1990) and discourses of social exclusion (Levitas, 1998). The conclusion is that policy choices are made about how disaffec…
Voluntary organizations and the contribution to social justice in schools
Partnerships are seen as vital to the functioning of many social institutions and the contribution that the private and voluntary not‐for‐profit sector organizations can make to the provision of statutory services is particularly valued. The Church of England Children’s Society Genesis project worked for nearly 5 years in one urban, secondary school with a remit to promote inclusion. Despite much recorded good work, Genesis was not continued afte…
Enseigner, gérer, survivre dans les zones socialement défavorisées en Angleterre
Depuis 1997, le Royaume-Uni a pris un certain nombre de mesures visant à satisfaire les besoins éducatifs dans les zones défavorisées. Cette approche peut être perçue comme un facteur d’intégration sociale dans le cadre d’un discours politique de la ‘ troisième voie’ qui fixe des objectifs et qui délègue. Les interventions et les projets doivent être envisagés dans un contexte macro-sociétal de pauvreté, d’exclusion scolaire et d’inégalité dans t…
Comparative Youth Marginalisation, Disaffection and Experiences of Education
This paper reports a comparative study of youth disaffection with education, from the pupils' perspectives, in the District of Thanet in east Kent and the city of Lille in northern France. It notes that the circumstances of disaffection for such pupils are similar in both regions, and uses a youth sub-cultural framework as a paradigm for understanding some of these similarities. French and English young people are frequently enthusiastic about sc…
The cost of school exclusion in England
Legislation in England and Wales since 1986 has sanctioned the permanent exclusion from school of pupils deemed disruptive. This punitive step has costs attached, which rise each year as the numbers excluded increase. This paper is mostly devoted to developing and applying a model to estimate the costs to public services of school exclusion in England. It also provides some illustrative cost data on the inclusion of behaviourally challenging pupi…
A review of specific language impairment
Specific language impairment (SLI) in children has been discussed as a clinical diagnostic category since Benton first suggested its existence in 1964. A common criticism of the construct of SLI has been the basis of the diagnosis on exclusionary criteria rather than inclusionary linguistic descriptions. Historically, children with SLI have been diagnosed based on the clinical categories they do not fit into, for example intellectual disability o…
Communication Technology as a Means of Empowerment
The present article proposes that communication technology can be used to empower families. A description of some communication technologies and example applications are provided. Families and professionals are encouraged to pursue the use of communication technology to foster independence and increase access to information and services
Permanent Exclusions from Schools in England in the 1990s
Permanent Exclusions from Schools in England in the 1990s
Permanent Exclusions from Schools in England in the 1990s
The number of permanent exclusions from school continues to rise. The number excluded in the 1994–95 school year, the first full year after the implementation of the sections of the 1993 Act, stands at over 12000. Some 84% of permanent exclusions are from secondary schools and over 45% of these are estimated to be in years 10 and 11. Provision for pupils out of school is still unsatisfactory with many receiving part‐time education, some very part…
School Exclusion
This paper examines perspectives on student disaffection in education at the levels of culture and policy. It considers the balance between punitive/exclusionary and therapeutic/restorative positions. The paper engages with concepts of retributive punishment (Murray, 2004a; 2004b), social welfare ideologies (Esping-Andersen, 1990) and discourses of social exclusion (Levitas, 1998). The conclusion is that policy choices are made about how disaffec…
The cost of school exclusion in England
Legislation in England and Wales since 1986 has sanctioned the permanent exclusion from school of pupils deemed disruptive. This punitive step has costs attached, which rise each year as the numbers excluded increase. This paper is mostly devoted to developing and applying a model to estimate the costs to public services of school exclusion in England. It also provides some illustrative cost data on the inclusion of behaviourally challenging pupi…
Voluntary organizations and the contribution to social justice in schools
Partnerships are seen as vital to the functioning of many social institutions and the contribution that the private and voluntary not‐for‐profit sector organizations can make to the provision of statutory services is particularly valued. The Church of England Children’s Society Genesis project worked for nearly 5 years in one urban, secondary school with a remit to promote inclusion. Despite much recorded good work, Genesis was not continued afte…
Permanent Exclusions from Schools in England in the 1990s
Permanent Exclusions from Schools in England in the 1990s
Permanent Exclusions from Schools in England in the 1990s
The number of permanent exclusions from school continues to rise. The number excluded in the 1994–95 school year, the first full year after the implementation of the sections of the 1993 Act, stands at over 12000. Some 84% of permanent exclusions are from secondary schools and over 45% of these are estimated to be in years 10 and 11. Provision for pupils out of school is still unsatisfactory with many receiving part‐time education, some very part…
A review of specific language impairment
Specific language impairment (SLI) in children has been discussed as a clinical diagnostic category since Benton first suggested its existence in 1964. A common criticism of the construct of SLI has been the basis of the diagnosis on exclusionary criteria rather than inclusionary linguistic descriptions. Historically, children with SLI have been diagnosed based on the clinical categories they do not fit into, for example intellectual disability o…
Communication Technology as a Means of Empowerment
The present article proposes that communication technology can be used to empower families. A description of some communication technologies and example applications are provided. Families and professionals are encouraged to pursue the use of communication technology to foster independence and increase access to information and services
The cost of school exclusion in England
Legislation in England and Wales since 1986 has sanctioned the permanent exclusion from school of pupils deemed disruptive. This punitive step has costs attached, which rise each year as the numbers excluded increase. This paper is mostly devoted to developing and applying a model to estimate the costs to public services of school exclusion in England. It also provides some illustrative cost data on the inclusion of behaviourally challenging pupi…
Comparative Youth Marginalisation, Disaffection and Experiences of Education
This paper reports a comparative study of youth disaffection with education, from the pupils' perspectives, in the District of Thanet in east Kent and the city of Lille in northern France. It notes that the circumstances of disaffection for such pupils are similar in both regions, and uses a youth sub-cultural framework as a paradigm for understanding some of these similarities. French and English young people are frequently enthusiastic about sc…
Enseigner, gérer, survivre dans les zones socialement défavorisées en Angleterre
Depuis 1997, le Royaume-Uni a pris un certain nombre de mesures visant à satisfaire les besoins éducatifs dans les zones défavorisées. Cette approche peut être perçue comme un facteur d’intégration sociale dans le cadre d’un discours politique de la ‘ troisième voie’ qui fixe des objectifs et qui délègue. Les interventions et les projets doivent être envisagés dans un contexte macro-sociétal de pauvreté, d’exclusion scolaire et d’inégalité dans t…
Voluntary organizations and the contribution to social justice in schools
Partnerships are seen as vital to the functioning of many social institutions and the contribution that the private and voluntary not‐for‐profit sector organizations can make to the provision of statutory services is particularly valued. The Church of England Children’s Society Genesis project worked for nearly 5 years in one urban, secondary school with a remit to promote inclusion. Despite much recorded good work, Genesis was not continued afte…
School Exclusion
This paper examines perspectives on student disaffection in education at the levels of culture and policy. It considers the balance between punitive/exclusionary and therapeutic/restorative positions. The paper engages with concepts of retributive punishment (Murray, 2004a; 2004b), social welfare ideologies (Esping-Andersen, 1990) and discourses of social exclusion (Levitas, 1998). The conclusion is that policy choices are made about how disaffec…
On Track Multi‐Agency Projects in Schools and Communities
Social inclusion, multi‐agency projects in education in the United Kingdom increasingly seek to work with participation from children, families and communities and through partnerships with other agencies. In this paper, the complexities of such developments are examined. The paper looks at the wider context of preventative and social inclusion projects and highlights the ways in which schools tend to be the dominant locus of communication, deliv…
The Contributions of Memory and Vocabulary to Non-Verbal Ability Scores in Adolescents with Intellectual Disability
It is usually assumed that performance on non-verbal intelligence tests reflects visual cognitive processing and that aspects of working memory (WM) will be involved. However, the unique contribution of memory to non-verbal scores is not clear, nor is the unique contribution of vocabulary. Thus, we aimed to investigate these contributions. Non-verbal test scores for 17 individuals with intellectual disability (ID) and 39 children with typical dev…
Political science (9 works) · Sociology (8 works) · Economics (5 works) · Youth Substance Use and School Attendance (5 works) · Demographic economics (4 works) · Homelessness and Social Issues (3 works) · Law (3 works) · Psychology (3 works) · Public relations (3 works) · Agency (philosophy (2 works)