Ann Hodgson
Biographic Data
| ID | 6154897 |
|---|---|
| NAME | Ann Hodgson |
| GIVEN NAMES | Ann |
| FAMILY NAME | Hodgson |
| SIGNATURE | HODGSON A |
| AFFILIATIONS | University of London |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 34 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 4 |
The concepts of ‘expansive and restrictive’ and ‘restrictive and expansive’ continua
This article refers to:Restrictive and expansive policy learning – challenges and strategies for knowledge exchange in upper secondary education across the four countries of the UK
Restrictive and expansive policy learning – challenges and strategies for knowledge exchange in upper secondary education across the four countries of the UK
This article examines the challenges and possibilities for UK policy learning in relation to upper secondary education (USE) across England, Scotland, Wales and Northern Ireland (NI) within current national and global policy contexts. Drawing on a range of international literature, the article explores the concepts of ‘restrictive’ and ‘expansive’ policy learning and develops a framework of dimensions for examining what is taking place across the…
Middle attainers and 14–19 progression in England
In the context of the international problem of ‘early school leaving’, this paper explores the issue of sustained participation in upper secondary education in England. It focuses in particular on the position of middle attainers, who constitute a large proportion of the cohort and whose progress will be vital in realising the government's goal of ‘Raising the Participation Age’ to 18 by 2015. The paper draws on evidence from national research un…
New Labour's New Educational Agenda
This work discusses and analyzes New Labour's emerging policies in the area of 14+ education and training. The authors present an account of developments in the area of post-compulsory education and training in the workplace and outline the challenges to be faced in the next decade
Three versions of ‘localism’
As part of the international debate about new forms of governance and moves towards decentralization and devolution, this article discusses the increasing interest in the concept of ‘localism’ in the UK, marked recently by the publication of the UK Coalition Government’s ‘Localism Bill’. A distinction is made between three versions – ‘centrally managed’, ‘laissez-faire’ and ‘democratic’ localism. The article draws on two research projects funded …
Education and Training 14–19
This title provides a comprehensive and up-to-date account of the new 14-19 phase with a focus on A Levels and GCSEs, the new 14-19 diplomas, vocational learning, apprenticeships and institutional collaboration
Specialised diplomas
Reforming vocational education in the English education and training system has occupied governments for at least the last three decades, the latest development being the introduction of 14 lines of Specialised Diplomas. Using an historical analysis of qualifications reform, we suggest they are unlikely to transform 14–19 education and training. The failure to reform academic qualifications alongside their vocational equivalents is likely to resu…
How policy impacts on practice and how practice does not impact on policy
The TLRP project reported on in this article attempts to understand how the Learning and Skills sector functions. It traces how education and training policy percolates down through many levels in the English system and how these levels interact, or fail to interact. The authors first focus upon how policy impacts upon the interests of three groups of learners: unemployed people in adult and community learning centres, adult employees in work‐bas…
An analytical framework for policy engagement
This article attempts to construct an analytical framework to reflect upon the deeply contested area of 14–19 education and training policy in England following the publication of the Government’s White Paper 14–19 education and skills. We argue that the evolution of 14–19 policy over the last 15 years, culminating in the publication of the Tomlinson Final Report on 14–19 reform and then its rejection by the Government, might be better understood…
The learner experience of Curriculum 2000
In September 2000, new qualifications for 16–19 year olds, known as Curriculum 2000, were introduced in England, Wales, and Northern Ireland with the aim of broadening the advanced level curriculum. It was left to schools, colleges, and their learners, however, to decide how these new qualifications would be used to build learner programmes of study. In this voluntarist context, the views and actions of learners have been an important factor in d…
A new learning and skills landscape? The central role of the Learning and Skills Council
This is the first paper from a project which is part of the Economic and Social Research Council’s Programme of research into “Teaching and Learning”. The project, entitled “The Impact of Policy on Learning and Inclusion in the New Learning and Skills Sector”, explores what impact the efforts to create a single learning and skills system (LSS) are having on teaching, learning, assessment and inclusion for three marginalised groups of post-16 lear…
Beyond A-levels
Since its introduction over 50 years ago, the A-level has been a constant subject of debate in schools, HE and government. Sometimes hailed as a 'gold standard', there is now intense speculation about the future of the A-level in particular, but also about post-14 qualifications in general. The furore about quality and standards which accompanies each year's A-level results has become an annual fixture in the UK press calendar. With the introduct…
Keyskills for all? The key skills qualification and Curriculum 2000
It is widely recognised that the Key Skills Qualification, an important component of the Curriculum 2000 advanced level curriculum reforms has experienced extensive problems during its first full year of implementation. This much is not in dispute. What is being keenly debated, however, are the ways in which this experience should be analysed and what lessons should be drawn. Is it a case of understandable 'teething problems' which will be overco…
Three versions of ‘localism’
As part of the international debate about new forms of governance and moves towards decentralization and devolution, this article discusses the increasing interest in the concept of ‘localism’ in the UK, marked recently by the publication of the UK Coalition Government’s ‘Localism Bill’. A distinction is made between three versions – ‘centrally managed’, ‘laissez-faire’ and ‘democratic’ localism. The article draws on two research projects funded …
An analytical framework for policy engagement
This article attempts to construct an analytical framework to reflect upon the deeply contested area of 14–19 education and training policy in England following the publication of the Government’s White Paper 14–19 education and skills. We argue that the evolution of 14–19 policy over the last 15 years, culminating in the publication of the Tomlinson Final Report on 14–19 reform and then its rejection by the Government, might be better understood…
Middle attainers and 14–19 progression in England
In the context of the international problem of ‘early school leaving’, this paper explores the issue of sustained participation in upper secondary education in England. It focuses in particular on the position of middle attainers, who constitute a large proportion of the cohort and whose progress will be vital in realising the government's goal of ‘Raising the Participation Age’ to 18 by 2015. The paper draws on evidence from national research un…
How policy impacts on practice and how practice does not impact on policy
The TLRP project reported on in this article attempts to understand how the Learning and Skills sector functions. It traces how education and training policy percolates down through many levels in the English system and how these levels interact, or fail to interact. The authors first focus upon how policy impacts upon the interests of three groups of learners: unemployed people in adult and community learning centres, adult employees in work‐bas…
A new learning and skills landscape? The central role of the Learning and Skills Council
This is the first paper from a project which is part of the Economic and Social Research Council’s Programme of research into “Teaching and Learning”. The project, entitled “The Impact of Policy on Learning and Inclusion in the New Learning and Skills Sector”, explores what impact the efforts to create a single learning and skills system (LSS) are having on teaching, learning, assessment and inclusion for three marginalised groups of post-16 lear…
Restrictive and expansive policy learning – challenges and strategies for knowledge exchange in upper secondary education across the four countries of the UK
This article examines the challenges and possibilities for UK policy learning in relation to upper secondary education (USE) across England, Scotland, Wales and Northern Ireland (NI) within current national and global policy contexts. Drawing on a range of international literature, the article explores the concepts of ‘restrictive’ and ‘expansive’ policy learning and develops a framework of dimensions for examining what is taking place across the…
Specialised diplomas
Reforming vocational education in the English education and training system has occupied governments for at least the last three decades, the latest development being the introduction of 14 lines of Specialised Diplomas. Using an historical analysis of qualifications reform, we suggest they are unlikely to transform 14–19 education and training. The failure to reform academic qualifications alongside their vocational equivalents is likely to resu…
Keyskills for all? The key skills qualification and Curriculum 2000
It is widely recognised that the Key Skills Qualification, an important component of the Curriculum 2000 advanced level curriculum reforms has experienced extensive problems during its first full year of implementation. This much is not in dispute. What is being keenly debated, however, are the ways in which this experience should be analysed and what lessons should be drawn. Is it a case of understandable 'teething problems' which will be overco…
Keyskills for all? The key skills qualification and Curriculum 2000
It is widely recognised that the Key Skills Qualification, an important component of the Curriculum 2000 advanced level curriculum reforms has experienced extensive problems during its first full year of implementation. This much is not in dispute. What is being keenly debated, however, are the ways in which this experience should be analysed and what lessons should be drawn. Is it a case of understandable 'teething problems' which will be overco…
Beyond A-levels
Since its introduction over 50 years ago, the A-level has been a constant subject of debate in schools, HE and government. Sometimes hailed as a 'gold standard', there is now intense speculation about the future of the A-level in particular, but also about post-14 qualifications in general. The furore about quality and standards which accompanies each year's A-level results has become an annual fixture in the UK press calendar. With the introduct…
The learner experience of Curriculum 2000
In September 2000, new qualifications for 16–19 year olds, known as Curriculum 2000, were introduced in England, Wales, and Northern Ireland with the aim of broadening the advanced level curriculum. It was left to schools, colleges, and their learners, however, to decide how these new qualifications would be used to build learner programmes of study. In this voluntarist context, the views and actions of learners have been an important factor in d…
A new learning and skills landscape? The central role of the Learning and Skills Council
This is the first paper from a project which is part of the Economic and Social Research Council’s Programme of research into “Teaching and Learning”. The project, entitled “The Impact of Policy on Learning and Inclusion in the New Learning and Skills Sector”, explores what impact the efforts to create a single learning and skills system (LSS) are having on teaching, learning, assessment and inclusion for three marginalised groups of post-16 lear…
An analytical framework for policy engagement
This article attempts to construct an analytical framework to reflect upon the deeply contested area of 14–19 education and training policy in England following the publication of the Government’s White Paper 14–19 education and skills. We argue that the evolution of 14–19 policy over the last 15 years, culminating in the publication of the Tomlinson Final Report on 14–19 reform and then its rejection by the Government, might be better understood…
Specialised diplomas
Reforming vocational education in the English education and training system has occupied governments for at least the last three decades, the latest development being the introduction of 14 lines of Specialised Diplomas. Using an historical analysis of qualifications reform, we suggest they are unlikely to transform 14–19 education and training. The failure to reform academic qualifications alongside their vocational equivalents is likely to resu…
How policy impacts on practice and how practice does not impact on policy
The TLRP project reported on in this article attempts to understand how the Learning and Skills sector functions. It traces how education and training policy percolates down through many levels in the English system and how these levels interact, or fail to interact. The authors first focus upon how policy impacts upon the interests of three groups of learners: unemployed people in adult and community learning centres, adult employees in work‐bas…
Education and Training 14–19
This title provides a comprehensive and up-to-date account of the new 14-19 phase with a focus on A Levels and GCSEs, the new 14-19 diplomas, vocational learning, apprenticeships and institutional collaboration
Three versions of ‘localism’
As part of the international debate about new forms of governance and moves towards decentralization and devolution, this article discusses the increasing interest in the concept of ‘localism’ in the UK, marked recently by the publication of the UK Coalition Government’s ‘Localism Bill’. A distinction is made between three versions – ‘centrally managed’, ‘laissez-faire’ and ‘democratic’ localism. The article draws on two research projects funded …
New Labour's New Educational Agenda
This work discusses and analyzes New Labour's emerging policies in the area of 14+ education and training. The authors present an account of developments in the area of post-compulsory education and training in the workplace and outline the challenges to be faced in the next decade
Middle attainers and 14–19 progression in England
In the context of the international problem of ‘early school leaving’, this paper explores the issue of sustained participation in upper secondary education in England. It focuses in particular on the position of middle attainers, who constitute a large proportion of the cohort and whose progress will be vital in realising the government's goal of ‘Raising the Participation Age’ to 18 by 2015. The paper draws on evidence from national research un…
Restrictive and expansive policy learning – challenges and strategies for knowledge exchange in upper secondary education across the four countries of the UK
This article examines the challenges and possibilities for UK policy learning in relation to upper secondary education (USE) across England, Scotland, Wales and Northern Ireland (NI) within current national and global policy contexts. Drawing on a range of international literature, the article explores the concepts of ‘restrictive’ and ‘expansive’ policy learning and develops a framework of dimensions for examining what is taking place across the…
The concepts of ‘expansive and restrictive’ and ‘restrictive and expansive’ continua
This article refers to:Restrictive and expansive policy learning – challenges and strategies for knowledge exchange in upper secondary education across the four countries of the UK
Political science (12 works) · Sociology (11 works) · Public Administration (8 works) · Economics (7 works) · Education Systems and Policy (7 works) · Pedagogy (7 works) · Law (6 works) · Global Educational Policies and Reforms (5 works) · Public Administration (5 works) · Youth Education and Societal Dynamics (5 works)