Hilary Radnor
Biographic Data
| ID | 5239367 |
|---|---|
| NAME | Hilary Radnor |
| GIVEN NAMES | Hilary |
| FAMILY NAME | Radnor |
| SIGNATURE | RADNOR H |
| AFFILIATIONS | University of Exeter |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 2 |
Gifts, talents and meritocracy
This paper investigates aspects of policy implementation that relate to ‘Excellence in Cities’, a UK government initiative. Local Education Authority (LEA) personnel and school teachers, responsible for implementing the Gifted and Talented (G&T) strand of that initiative, were interviewed. These co‐ordinators were involved in the selection of school students to participate in an interventionist programme, the Urban Scholars programme at Brunel Un…
Into confusion
Additional informationNotes on contributorsHilary RadnorCarol Vincent is Research Fellow at the University of Warwick UK. Her research interests include parental involvement in education, local government and special education. Her book Parents and Teachers: Power and Participation has recently been published by Falmer Press. Hilary Radnor is a Senior Lecturer in Education Studies at the University of Exeter, UK. Her latest book Assessment and Co…
Whither democratic accountability in education? An investigation into headteachers’ perspectives on accountability in the 1990s with reference to their relationships with their LEAs and governors
Recent legislation has drastically curtailed the roles and influence of local education authorities (LEAs). Various powers and responsibilities previous held by LEAs have been dispersed to schools, central government and quangos. As a result the whole future of LEAs is now in doubt and local democratic accountability is being diminished and obscured. This paper draws on a research project funded by the Joseph Rowntree Foundation which explores th…
An Overview of Methodology
(1995). AN OVERVIEW OF METHODOLOGY. South African Theatre Journal: Vol. 9, No. 2, pp. 60-60
The problems of facilitating qualitative formative assessment in pupils
This paper is concerned with the practical implications of assessing the arts through talk. The use of talk in the assessment process was a focus of enquiry in the research project, ‘Assessing Achievement in the Arts’, from which the data in this paper originated. A sample of 25 teachers who were committed to the principle of formative assessment was recruited. They were provided with a schema for a structured assessment conversation. The teacher…
Moderation in assessment
This paper reports the results of a 3‐year project funded by the Manpower Services Commission/Training Agency, which ran from 1988 to 1991. The project had its origin in the difficulties encountered by TVEI courses in respect of certification by examining boards. In particular, issues relating to the moderation of teacher‐assessed coursework had come into prominence. The research brief was to develop by field‐based empirical methods a model of mo…
Complexities and compromises
GCSE ‐ Does it support equality
Gcse
Gifts, talents and meritocracy
This paper investigates aspects of policy implementation that relate to ‘Excellence in Cities’, a UK government initiative. Local Education Authority (LEA) personnel and school teachers, responsible for implementing the Gifted and Talented (G&T) strand of that initiative, were interviewed. These co‐ordinators were involved in the selection of school students to participate in an interventionist programme, the Urban Scholars programme at Brunel Un…
Whither democratic accountability in education? An investigation into headteachers’ perspectives on accountability in the 1990s with reference to their relationships with their LEAs and governors
Recent legislation has drastically curtailed the roles and influence of local education authorities (LEAs). Various powers and responsibilities previous held by LEAs have been dispersed to schools, central government and quangos. As a result the whole future of LEAs is now in doubt and local democratic accountability is being diminished and obscured. This paper draws on a research project funded by the Joseph Rowntree Foundation which explores th…
Into confusion
Additional informationNotes on contributorsHilary RadnorCarol Vincent is Research Fellow at the University of Warwick UK. Her research interests include parental involvement in education, local government and special education. Her book Parents and Teachers: Power and Participation has recently been published by Falmer Press. Hilary Radnor is a Senior Lecturer in Education Studies at the University of Exeter, UK. Her latest book Assessment and Co…
The problems of facilitating qualitative formative assessment in pupils
This paper is concerned with the practical implications of assessing the arts through talk. The use of talk in the assessment process was a focus of enquiry in the research project, ‘Assessing Achievement in the Arts’, from which the data in this paper originated. A sample of 25 teachers who were committed to the principle of formative assessment was recruited. They were provided with a schema for a structured assessment conversation. The teacher…
GCSE ‐ Does it support equality
Gcse
Complexities and compromises
Moderation in assessment
This paper reports the results of a 3‐year project funded by the Manpower Services Commission/Training Agency, which ran from 1988 to 1991. The project had its origin in the difficulties encountered by TVEI courses in respect of certification by examining boards. In particular, issues relating to the moderation of teacher‐assessed coursework had come into prominence. The research brief was to develop by field‐based empirical methods a model of mo…
The problems of facilitating qualitative formative assessment in pupils
This paper is concerned with the practical implications of assessing the arts through talk. The use of talk in the assessment process was a focus of enquiry in the research project, ‘Assessing Achievement in the Arts’, from which the data in this paper originated. A sample of 25 teachers who were committed to the principle of formative assessment was recruited. They were provided with a schema for a structured assessment conversation. The teacher…
An Overview of Methodology
(1995). AN OVERVIEW OF METHODOLOGY. South African Theatre Journal: Vol. 9, No. 2, pp. 60-60
Into confusion
Additional informationNotes on contributorsHilary RadnorCarol Vincent is Research Fellow at the University of Warwick UK. Her research interests include parental involvement in education, local government and special education. Her book Parents and Teachers: Power and Participation has recently been published by Falmer Press. Hilary Radnor is a Senior Lecturer in Education Studies at the University of Exeter, UK. Her latest book Assessment and Co…
Whither democratic accountability in education? An investigation into headteachers’ perspectives on accountability in the 1990s with reference to their relationships with their LEAs and governors
Recent legislation has drastically curtailed the roles and influence of local education authorities (LEAs). Various powers and responsibilities previous held by LEAs have been dispersed to schools, central government and quangos. As a result the whole future of LEAs is now in doubt and local democratic accountability is being diminished and obscured. This paper draws on a research project funded by the Joseph Rowntree Foundation which explores th…
Gifts, talents and meritocracy
This paper investigates aspects of policy implementation that relate to ‘Excellence in Cities’, a UK government initiative. Local Education Authority (LEA) personnel and school teachers, responsible for implementing the Gifted and Talented (G&T) strand of that initiative, were interviewed. These co‐ordinators were involved in the selection of school students to participate in an interventionist programme, the Urban Scholars programme at Brunel Un…
Psychology (7 works) · Sociology (7 works) · Pedagogy (6 works) · Political science (5 works) · Education Systems and Policy (4 works) · Law (4 works) · Law (4 works) · Mathematics education (4 works) · Global Educational Policies and Reforms (3 works) · Government (linguistics (3 works)