Paul Croll
Dados Biográficos
| ID | 1107755 |
|---|---|
| NOME | Paul Croll |
| PRENOMES | Paul |
| SOBRENOME | Croll |
| ASSINATURA | CROLL P |
| AFILIAÇÕES | University of Reading |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 28 |
| TOTAL DE CITAÇÕES | 275 |
| TOTAL COMO AUTOR | 28 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1987 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 9 |
The Nature of Contemporary Studies of Education
The article is based on a Keynote Lecture at the 2022 Colloquium of the Society for Educational Studies. It analyses the articles published in four leading journals in 2021 and compares these with the same journals 20 years earlier. Key findings include a considerable increase in authorship and multiple authorship and a very strong international dimension to authorship in current UK-based journals. Two-thirds of the papers were empirical, and by …
Public beliefs about the black/white socioeconomic status gap
Objective Citing the black family as the locus of responsibility for black disadvantage has a long history in the United States; however, only limited research has examined the place of family upbringing in studies of Americans’ beliefs about the causes of racial inequality. Methods We use data from the 2010, 2012, and 2014 General Social Surveys (GSS) to examine the prevalence and selected correlates of a newly offered (by the GSS) and culturall…
Race as an Open Field
This paper uses new, nationally representative data to examine how Americans describe their own racial and ethnic identities when they are not constrained by conventional fixed categories. Recent work on shifting racial classifications and the fluidity of racial identities in the United States has questioned the subjective and cultural adequacy of fixed categorization schemes. Are traditional racial boundaries breaking down? We explore the possib…
Colorblindness as Identity
Colorblindness is often conceptualized as a set of deeply held but unrecognized ideological tenets. However, we believe that colorblindness has also now become an explicit cultural discourse involving self-conscious claims and specific convictions. To illustrate this point-which has both conceptual and empirical implications-we introduce the notion of colorblindness as identity. We define this concept as subjectively meaningful, self-asserted ide…
The American non-dilemma
Participation In Higher Education
The recent report of the Milburn Review into Social Mobility highlights the under-representation of young people from lower socio-economic groups in higher education and encourages universities and others to act to remedy this situation as a contribution to greater social mobility. The paper uses data from the Longitudinal Study of Young People in England to examine the relationship between social background, attainment and university participati…
Explanations for racial disadvantage and racial advantage
Attitudes about racial inequality in the United States are often viewed through the lenses of discrimination and disadvantage. However, as whiteness studies suggest, systems of racial inequality produce both disadvantage and advantage. National surveys have documented explanations for African American disadvantage but have not collected data on explanations for white advantage. African American disadvantage and white advantage are two sides of th…
Educational Participation Post-16
The issue of levels of participation in post-compulsory education has been emphasised by the current policy initiatives to increase the age to which some form of participation is compulsory. One of the acknowledged weaknesses of research in the field of children's intentions with regard to participation is the lack of longitudinal data. This paper offers a longitudinal analysis using the Youth Survey from the British Household Panel Survey. The r…
An Empirical Assessment of Whiteness Theory
This paper employs data from a recent national survey to offer an empirical assessment of core theoretical tenets of whiteness studies. Using survey items developed explicitly for this purpose, we analyze three specific propositions relating to whites' awareness and conception of their own racial status: the invisibility of white identity; the understanding (or lack thereof) of racial privileges; and adherence to individualistic, color-blind idea…
Occupational choice, socio‐economic status and educational attainment
The article considers young people's occupational choices at the age of 15 in relation to their educational attainment, the occupations of their parents and their actual occupations when they are in their early 20s. It uses data from the British Household Panel Survey over periods of between five and ten years. The young people in the survey are occupationally ambitious: many more aspire to professional, managerial and technical jobs than the lik…
The Structure and Implications of Children's Attitudes to School
The paper reports a study of children's attitudes to school based on a questionnaire survey of 845 pupils in their first year of secondary school in England, together with interviews with a sample of the children. A clearly structured set of attitudes emerged from a factor analysis which showed a distinction between instrumental and affective aspects of attitudes but also dimensions within these, including a sense of teacher commitment and school…
Truancy in secondary school pupils
School absenteeism and particularly unauthorized absenteeism or truancy has been the focus of a number of, so far largely unsuccessful, recent policy initiatives. The paper draws upon two sources of data, the British Household Panel Survey and detailed interviews with a group of persistent truants, to consider the extent, consequences and explanations for truancy from secondary schools. Truancy increases steadily across the years of secondary sch…
Families, Social Capital and Educational Outcomes
Keywords: social capitalfamiliesinter-generational transmission
Re-engaging with education
The paper reports a study of alternative pre- 16 provision in a college of further education for young people who were disaffected and/or non-attenders at secondary school. The data are derived from interviews with 26 of these young people who were ‘success stories’ for the programme in that they had continued attendance up to the end of Year 11 and, in a few cases, beyond. The interviews showed that, for the most part, school placements had brok…
Special educational needs across two decades
The article considers the perceived prevalence of special educational needs in English primary schools and changes in this prevalence over two decades and relates these to issues in education policy, teacher practice and the concept of special educational needs. The studies considered are two major surveys of schools and teachers, the first conducted in 1981 and the second conducted in the same schools in 1998. Important features of both studies …
The race relations “Problematic” in American sociology
Continuity and Change in Special School Provision
The article considers aspects of local authority policy‐making with regard to segregated special school provision for children with special educational needs and the resilience of a separate special school sector, despite a policy climate favouring inclusion. Statistical evidence shows a small but steady trend to more inclusive provsion but very considerable variation between local education authorities (LEAs). The notion of ‘the dominance of str…
Pragmatism, Ideology and Educational Change
A major theme of recent debate and policy development in the area of special education is that of inclusion: the placement of all pupils in mainstream schools and the development of curriculum and pedagogy to meet the needs of all. Analysis of national statistical data shows some movement in this direction, but of a slow and very uneven kind. An exploration of the concepts of pragmatism to describe an important aspect of LEA decision making and o…
Effective Primary Teaching
Changing English Primary Schools
Some Sink, Some Float
This article considers the Government's stated aims of introducing to British primary schools an assessment process which would be simultaneously criterion‐referenced, formative, moderated, related to progression and evaluative. Accountability, which has provided the main rationale for the process, presupposes reliability. In 1991, as part of the Bristol Primary Assessment, Curriculum and Experience (PACE) research, the same Standard Assessment T…
Teachers and education policy
Four models are outlined for describing and analysing the role of teachers in the formulation of educational policy and the resulting processes of change. The model of teachers as partners in education policy making draws on a pluralist view of political processes and an assumption of a degree of autonomy for teachers and schools. A model of teachers as implementers of change draws a sharp distinction between the processes of policy making and po…
Towards Independent Living
Managing Behaviour Problems
The involvement of teachers in initial teacher education
The extent to which teacher educators should have ‘recent and relevant’ classroom experience is an important and somewhat contentious issue, a radical approach to which is offered by the Professional Development Programme (an analogue of the British PGCE) of Simon Fraser University, British Columbia. Fourteen per cent of teachers in British Columbia are graduates of this one‐year Programme in which much of teacher education, particularly the intr…
An Empirical Assessment of Whiteness Theory
This paper employs data from a recent national survey to offer an empirical assessment of core theoretical tenets of whiteness studies. Using survey items developed explicitly for this purpose, we analyze three specific propositions relating to whites' awareness and conception of their own racial status: the invisibility of white identity; the understanding (or lack thereof) of racial privileges; and adherence to individualistic, color-blind idea…
The American non-dilemma
Explanations for racial disadvantage and racial advantage
Attitudes about racial inequality in the United States are often viewed through the lenses of discrimination and disadvantage. However, as whiteness studies suggest, systems of racial inequality produce both disadvantage and advantage. National surveys have documented explanations for African American disadvantage but have not collected data on explanations for white advantage. African American disadvantage and white advantage are two sides of th…
Occupational choice, socio‐economic status and educational attainment
The article considers young people's occupational choices at the age of 15 in relation to their educational attainment, the occupations of their parents and their actual occupations when they are in their early 20s. It uses data from the British Household Panel Survey over periods of between five and ten years. The young people in the survey are occupationally ambitious: many more aspire to professional, managerial and technical jobs than the lik…
Colorblindness as Identity
Colorblindness is often conceptualized as a set of deeply held but unrecognized ideological tenets. However, we believe that colorblindness has also now become an explicit cultural discourse involving self-conscious claims and specific convictions. To illustrate this point-which has both conceptual and empirical implications-we introduce the notion of colorblindness as identity. We define this concept as subjectively meaningful, self-asserted ide…
Truancy in secondary school pupils
School absenteeism and particularly unauthorized absenteeism or truancy has been the focus of a number of, so far largely unsuccessful, recent policy initiatives. The paper draws upon two sources of data, the British Household Panel Survey and detailed interviews with a group of persistent truants, to consider the extent, consequences and explanations for truancy from secondary schools. Truancy increases steadily across the years of secondary sch…
Families, Social Capital and Educational Outcomes
Keywords: social capitalfamiliesinter-generational transmission
Participation In Higher Education
The recent report of the Milburn Review into Social Mobility highlights the under-representation of young people from lower socio-economic groups in higher education and encourages universities and others to act to remedy this situation as a contribution to greater social mobility. The paper uses data from the Longitudinal Study of Young People in England to examine the relationship between social background, attainment and university participati…
Race as an Open Field
This paper uses new, nationally representative data to examine how Americans describe their own racial and ethnic identities when they are not constrained by conventional fixed categories. Recent work on shifting racial classifications and the fluidity of racial identities in the United States has questioned the subjective and cultural adequacy of fixed categorization schemes. Are traditional racial boundaries breaking down? We explore the possib…
Public beliefs about the black/white socioeconomic status gap
Objective Citing the black family as the locus of responsibility for black disadvantage has a long history in the United States; however, only limited research has examined the place of family upbringing in studies of Americans’ beliefs about the causes of racial inequality. Methods We use data from the 2010, 2012, and 2014 General Social Surveys (GSS) to examine the prevalence and selected correlates of a newly offered (by the GSS) and culturall…
Educational Participation Post-16
The issue of levels of participation in post-compulsory education has been emphasised by the current policy initiatives to increase the age to which some form of participation is compulsory. One of the acknowledged weaknesses of research in the field of children's intentions with regard to participation is the lack of longitudinal data. This paper offers a longitudinal analysis using the Youth Survey from the British Household Panel Survey. The r…
Re-engaging with education
The paper reports a study of alternative pre- 16 provision in a college of further education for young people who were disaffected and/or non-attenders at secondary school. The data are derived from interviews with 26 of these young people who were ‘success stories’ for the programme in that they had continued attendance up to the end of Year 11 and, in a few cases, beyond. The interviews showed that, for the most part, school placements had brok…
Teachers and education policy
Four models are outlined for describing and analysing the role of teachers in the formulation of educational policy and the resulting processes of change. The model of teachers as partners in education policy making draws on a pluralist view of political processes and an assumption of a degree of autonomy for teachers and schools. A model of teachers as implementers of change draws a sharp distinction between the processes of policy making and po…
Special educational needs across two decades
The article considers the perceived prevalence of special educational needs in English primary schools and changes in this prevalence over two decades and relates these to issues in education policy, teacher practice and the concept of special educational needs. The studies considered are two major surveys of schools and teachers, the first conducted in 1981 and the second conducted in the same schools in 1998. Important features of both studies …
The race relations “Problematic” in American sociology
Some Sink, Some Float
This article considers the Government's stated aims of introducing to British primary schools an assessment process which would be simultaneously criterion‐referenced, formative, moderated, related to progression and evaluative. Accountability, which has provided the main rationale for the process, presupposes reliability. In 1991, as part of the Bristol Primary Assessment, Curriculum and Experience (PACE) research, the same Standard Assessment T…
Continuity and Change in Special School Provision
The article considers aspects of local authority policy‐making with regard to segregated special school provision for children with special educational needs and the resilience of a separate special school sector, despite a policy climate favouring inclusion. Statistical evidence shows a small but steady trend to more inclusive provsion but very considerable variation between local education authorities (LEAs). The notion of ‘the dominance of str…
Pragmatism, Ideology and Educational Change
A major theme of recent debate and policy development in the area of special education is that of inclusion: the placement of all pupils in mainstream schools and the development of curriculum and pedagogy to meet the needs of all. Analysis of national statistical data shows some movement in this direction, but of a slow and very uneven kind. An exploration of the concepts of pragmatism to describe an important aspect of LEA decision making and o…
Teachers' Perceptions of the Effects of In‐Service Education
The Structure and Implications of Children's Attitudes to School
The paper reports a study of children's attitudes to school based on a questionnaire survey of 845 pupils in their first year of secondary school in England, together with interviews with a sample of the children. A clearly structured set of attitudes emerged from a factor analysis which showed a distinction between instrumental and affective aspects of attitudes but also dimensions within these, including a sense of teacher commitment and school…
Parents as Partners or Problems
(1987). Parents as Partners or Problems? Disability, Handicap & Society: Vol. 2, No. 1, pp. 75-84
Learning Disability
The involvement of teachers in initial teacher education
The extent to which teacher educators should have ‘recent and relevant’ classroom experience is an important and somewhat contentious issue, a radical approach to which is offered by the Professional Development Programme (an analogue of the British PGCE) of Simon Fraser University, British Columbia. Fourteen per cent of teachers in British Columbia are graduates of this one‐year Programme in which much of teacher education, particularly the intr…
Teachers' Perceptions of the Effects of In‐Service Education
Towards Independent Living
Managing Behaviour Problems
Some Sink, Some Float
This article considers the Government's stated aims of introducing to British primary schools an assessment process which would be simultaneously criterion‐referenced, formative, moderated, related to progression and evaluative. Accountability, which has provided the main rationale for the process, presupposes reliability. In 1991, as part of the Bristol Primary Assessment, Curriculum and Experience (PACE) research, the same Standard Assessment T…
Teachers and education policy
Four models are outlined for describing and analysing the role of teachers in the formulation of educational policy and the resulting processes of change. The model of teachers as partners in education policy making draws on a pluralist view of political processes and an assumption of a degree of autonomy for teachers and schools. A model of teachers as implementers of change draws a sharp distinction between the processes of policy making and po…
Changing English Primary Schools
Effective Primary Teaching
Pragmatism, Ideology and Educational Change
A major theme of recent debate and policy development in the area of special education is that of inclusion: the placement of all pupils in mainstream schools and the development of curriculum and pedagogy to meet the needs of all. Analysis of national statistical data shows some movement in this direction, but of a slow and very uneven kind. An exploration of the concepts of pragmatism to describe an important aspect of LEA decision making and o…
Continuity and Change in Special School Provision
The article considers aspects of local authority policy‐making with regard to segregated special school provision for children with special educational needs and the resilience of a separate special school sector, despite a policy climate favouring inclusion. Statistical evidence shows a small but steady trend to more inclusive provsion but very considerable variation between local education authorities (LEAs). The notion of ‘the dominance of str…
Re-engaging with education
The paper reports a study of alternative pre- 16 provision in a college of further education for young people who were disaffected and/or non-attenders at secondary school. The data are derived from interviews with 26 of these young people who were ‘success stories’ for the programme in that they had continued attendance up to the end of Year 11 and, in a few cases, beyond. The interviews showed that, for the most part, school placements had brok…
Special educational needs across two decades
The article considers the perceived prevalence of special educational needs in English primary schools and changes in this prevalence over two decades and relates these to issues in education policy, teacher practice and the concept of special educational needs. The studies considered are two major surveys of schools and teachers, the first conducted in 1981 and the second conducted in the same schools in 1998. Important features of both studies …
The race relations “Problematic” in American sociology
Families, Social Capital and Educational Outcomes
Keywords: social capitalfamiliesinter-generational transmission
Truancy in secondary school pupils
School absenteeism and particularly unauthorized absenteeism or truancy has been the focus of a number of, so far largely unsuccessful, recent policy initiatives. The paper draws upon two sources of data, the British Household Panel Survey and detailed interviews with a group of persistent truants, to consider the extent, consequences and explanations for truancy from secondary schools. Truancy increases steadily across the years of secondary sch…
Occupational choice, socio‐economic status and educational attainment
The article considers young people's occupational choices at the age of 15 in relation to their educational attainment, the occupations of their parents and their actual occupations when they are in their early 20s. It uses data from the British Household Panel Survey over periods of between five and ten years. The young people in the survey are occupationally ambitious: many more aspire to professional, managerial and technical jobs than the lik…
The Structure and Implications of Children's Attitudes to School
The paper reports a study of children's attitudes to school based on a questionnaire survey of 845 pupils in their first year of secondary school in England, together with interviews with a sample of the children. A clearly structured set of attitudes emerged from a factor analysis which showed a distinction between instrumental and affective aspects of attitudes but also dimensions within these, including a sense of teacher commitment and school…
Educational Participation Post-16
The issue of levels of participation in post-compulsory education has been emphasised by the current policy initiatives to increase the age to which some form of participation is compulsory. One of the acknowledged weaknesses of research in the field of children's intentions with regard to participation is the lack of longitudinal data. This paper offers a longitudinal analysis using the Youth Survey from the British Household Panel Survey. The r…
An Empirical Assessment of Whiteness Theory
This paper employs data from a recent national survey to offer an empirical assessment of core theoretical tenets of whiteness studies. Using survey items developed explicitly for this purpose, we analyze three specific propositions relating to whites' awareness and conception of their own racial status: the invisibility of white identity; the understanding (or lack thereof) of racial privileges; and adherence to individualistic, color-blind idea…
Participation In Higher Education
The recent report of the Milburn Review into Social Mobility highlights the under-representation of young people from lower socio-economic groups in higher education and encourages universities and others to act to remedy this situation as a contribution to greater social mobility. The paper uses data from the Longitudinal Study of Young People in England to examine the relationship between social background, attainment and university participati…
Explanations for racial disadvantage and racial advantage
Attitudes about racial inequality in the United States are often viewed through the lenses of discrimination and disadvantage. However, as whiteness studies suggest, systems of racial inequality produce both disadvantage and advantage. National surveys have documented explanations for African American disadvantage but have not collected data on explanations for white advantage. African American disadvantage and white advantage are two sides of th…
The American non-dilemma
Colorblindness as Identity
Colorblindness is often conceptualized as a set of deeply held but unrecognized ideological tenets. However, we believe that colorblindness has also now become an explicit cultural discourse involving self-conscious claims and specific convictions. To illustrate this point-which has both conceptual and empirical implications-we introduce the notion of colorblindness as identity. We define this concept as subjectively meaningful, self-asserted ide…
Sociology (23 obras) · Psychology (22 obras) · Political science (13 obras) · Pedagogy (10 obras) · Social Psychology (9 obras) · Curriculum (6 obras) · Economics (6 obras) · Mathematics education (6 obras) · Social science (6 obras) · Developmental psychology (5 obras)