David Halpin
Dados Biográficos
| ID | 4855570 |
|---|---|
| NOME | David Halpin |
| PRENOMES | David |
| SOBRENOME | Halpin |
| ASSINATURA | HALPIN D |
| AFILIAÇÕES | University of Warwick |
| ORCID | 0000-0003-2009-4406 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 40 |
| TOTAL DE CITAÇÕES | 163 |
| TOTAL COMO AUTOR | 40 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1985 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2014 |
| ÍNDICE H | 7 |
Essaying and Reflective Practice in Education
Although the French Renaissance sceptic Michel de Montaigne (1533–92) is a much-admired thinker among many literary historians and some philosophical ones, his oeuvre hardly features in critical surveys of ideas in education. This is strange given that Montaigne offers modern educators an exemplary form of communicative discourse which anticipates contemporary education theory’s emphasis on the importance of reflective practice and learning from …
You get old, you get breathless, and you die”
National curriculum reform in China and England
Pedagogy and the Romantic Imagination
No one sincerely doubts that schools should take seriously the need to develop children's imaginations and their capacity to be imaginative. The issue is what does this mean? And what are its implications? This paper, which is mostly inspired by the writings about the imagination of two British nineteenth-century Romantic poets – Coleridge and Wordsworth – provides some answers. Maybe that's what the problem is these days. We don't have time to i…
The deployment of social capital theory in educational policy and provision
Heavily influenced by Putnam's particular variant of social capital theory, the New Labour government in the UK has introduced several initiatives designed to raise educational achievement by building the social capital of families identified as socially excluded. One such initiative was the Education Action Zones (EAZ) policy. Whilst this policy has recently been eclipsed by other initiatives designed to enhance education in areas of disadvantag…
Paving a ‘third way’? A policy trajectory analysis of education action zones
Presented at its launch in 1998 as the quintessential 'third way' welfare policy, the English education action zones (EAZ) experiment was one of a number of area-based initiatives in the UK designed to tackle social exclusion in disadvantaged localities. The policy was premised upon the idea that different bodies—public, private, voluntary, and community—should work together to deliver 'joined-up solutions' to 'joined-up problems'. This paper rep…
Area-based approaches to educational regeneration
The Education Action Zone (EAZ) experiment is one of a number of area-based regeneration initiatives (ABRIs) that have been introduced by central government in recent years in England in an attempt both to tackle social exclusion and lever up educational achievement in some of its disadvantaged localities. The policy, regarded by some of its advocates as the epitome of New Labour's ‘Third Way’, is premised upon the idea that different bodies (pub…
Compliance, Resistance and Pragmatism
Drawing on empirical research, this article explores the ways in which schoolteachers ‘reposition’ themselves in the face of rapid and extensive educational change, some of which they may view with ambivalence or hostility. Arguing that local responses to public policy are prompting teachers to become increasingly pragmatic in their philosophies and practice, the article identifies and illustrates two distinct forms of pragmatism: ‘principled pra…
A comparison of professionals' and patients' understanding of asthma
Despite an increase in the provision of services to patients with asthma, morbidity from the disease remains high. Recent research (outside asthma) has raised the possibility that patients may develop a conceptualisation of illnesses which is not entirely compatible with the prevailing biomedical view. This paper compares the way in which health care professionals and patients with asthma described various aspects of the illness, using an approac…
The Nature of Hope and its Significance for Education
This paper offers an analysis of the nature of hope and explicates its significance for and relation to education. This entails distinguishing initially two kinds of hope – absolute and ultimate hope. While absolute hope is an orientation of the spirit which sets no conditions or limits on what is achievable and has no particular ends in view, ultimate hope is an ‘aimed hope’, that is to say a form of hopefulness that entails identifying and stru…
Utopianism and Education
‘At the beginning, with Thomas More, utopia sets out an agenda for the modern world. Today, five hundred years later, what are the uses of utopia?’ (Kumar, 1991, p. 85). This paper provides an answer to this question by examining More's utopian ‘method’ which, it is suggested, offers a model way of thinking imaginatively and prospectively about the form and content of social reform in general and educational change in particular
Democracy, inclusive schooling and the politics of education
Drawing on a variety of social and political theories about the nature and future of democracy, this paper develops athesis about the politics of inclusive education. It concludes with a brief preliminary evaluation of the potential of the UK Labour Government's Education Action Zones policy for the development and governance of inclusive schools
Utopian realism and a new politics of education
This paper is about utopia and utopianism and the relevance of both to thinking analytically and practically about the form and content of education policy. Specifically, it commends a particular application of the utopian imagination - utopian realism - which entails envisaging possible futures in terms of detectable trends in actual social development. It also assesses the merits for education policy of a recent attempt to translate this kind o…
Are Markets and Standards Democratic
In the grip of the past? Tradition, traditionalism and contemporary schooling
This article theorises the nature of tradition, in particular the role it plays in the formation of identity and the legitimation of authority. It draws on recently concluded research carried out in England involving a sample of self-governing grant-maintained (GM) and local education authority (LEA) maintained secondary schools to illustrate the various ways in which a particular version of a traditional education, sometimes influenced by interp…
Managing the state and the market
Within the field of education management studies, recent reforms promoting devolution and choice are often seen to provide exciting new opportunities. It is claimed that the ‘new’education management, with its emphasis on site-based decision-making and consumer accountability, will enable headteachers and principals to ‘take control’ of their schools and make them more productive environments in which to work and study. However, our review of res…
Primary schools and opting out
Significant differences in perceptions between teachers in primary and secondary grant‐maintained schools are reported and analysed. Parents were more frequently involved in promoting opting‐out in primary schools, primary teachers had more favourable attitudes to the grant‐maintained school policy and, in primary schools, grant‐maintained status delivered improvements in classroom conditions, most notably reduced class size and increased para‐pr…
Raymond Williams
The Politics of Education Policy Borrowing
Cross-national policy borrowing rarely has much to do with the success, however, defined, of the institutional realisation of particular policies in their countries of origin; rather, it has much more to do with legitimating other related policies. On the other hand, active policy borrowing involving the appropriation of identifiable aspects of another country's policy solutions, including ways of implementing and administering them, is more like…
Researching Education Policy
Part 1 Theory, Scholarship and Research into Education Policy: Where we are now - reflections on the sociology of education policy, Charles D. Raab Coming to terms with research - the contract business, May Pettigrew Scholarship and sponsored research - contradiction, continuum or complementary activity?, Robert G. Burgess. Part 2 The Ethics of Research into Education Policy: The constraints of neutrality - the 1988 Education Reform Act and femin…
Parents, Pupils and Grant‐maintained Schools
The 1988 Education Reform Act allows schools to ‘opt out’ of local education authority (LEA) control and become ‘grant‐maintained’ (GM). Advocates of the policy claim that ‘freeing’ schools from LEAs will enable them to become more responsive to parents and, through diversifying the education ‘market’, expand parental choice. The policy's critics, on the other hand, fear that it will contribute to a divisive system of education and ultimately dim…
Grant Maintainted Schools
Grant-maintained schools and the great reform of education the grant-maintained schools policy the uptake of the policy local education authorities and opting out going grant-maintained experiencing grant-maintained schools - pupils and parents opting out and the education marketplace - two case studies self-governance, diversity and developments
Implementation research and education policy
This paper offers a brief guide to implementation research and some of the conceptual and methodological issues it raises. In the course of reviewing investigations of the import of aspects of the 1988 Education Reform Act, it also considers the issues posed for education policy studies in a context where the ‘centre’ is connected to a dispersed and differentiated periphery
Opting into State Control? Headteachers and the Paradoxes of Grant‐maintained Status
This paper reflects on the significance of two paradoxes of opting out within which grant‐maintained (GM) school headteachers are entangled, and to which they contribute. Discussion of the first paradox focusses on the way GM status, rather than eliminating ‘producer interests’, creates a new one in the form of headteacher control which assists the policy's implementation and the realisation of other educational reforms. Examination of the second…
Educational Professionalism in an Age of Uncertainty
The Politics of Education Policy Borrowing
Cross-national policy borrowing rarely has much to do with the success, however, defined, of the institutional realisation of particular policies in their countries of origin; rather, it has much more to do with legitimating other related policies. On the other hand, active policy borrowing involving the appropriation of identifiable aspects of another country's policy solutions, including ways of implementing and administering them, is more like…
Compliance, Resistance and Pragmatism
Drawing on empirical research, this article explores the ways in which schoolteachers ‘reposition’ themselves in the face of rapid and extensive educational change, some of which they may view with ambivalence or hostility. Arguing that local responses to public policy are prompting teachers to become increasingly pragmatic in their philosophies and practice, the article identifies and illustrates two distinct forms of pragmatism: ‘principled pra…
The deployment of social capital theory in educational policy and provision
Heavily influenced by Putnam's particular variant of social capital theory, the New Labour government in the UK has introduced several initiatives designed to raise educational achievement by building the social capital of families identified as socially excluded. One such initiative was the Education Action Zones (EAZ) policy. Whilst this policy has recently been eclipsed by other initiatives designed to enhance education in areas of disadvantag…
From a ‘Sketchy Policy’ to a ‘Workable Scheme’
This paper examines how initial proposals for grant‐maintained (GM) schools were developed by the Department of Education and Science (DES) as it took them forward into legislation. Drawing on interviews conducted with officials involved in creating a statutory framework for GM schools, the paper addresses wider issues of policy generation including the extent to which civil servants influence the content of education policy. In the case of GM sc…
Implementation research and education policy
This paper offers a brief guide to implementation research and some of the conceptual and methodological issues it raises. In the course of reviewing investigations of the import of aspects of the 1988 Education Reform Act, it also considers the issues posed for education policy studies in a context where the ‘centre’ is connected to a dispersed and differentiated periphery
Paving a ‘third way’? A policy trajectory analysis of education action zones
Presented at its launch in 1998 as the quintessential 'third way' welfare policy, the English education action zones (EAZ) experiment was one of a number of area-based initiatives in the UK designed to tackle social exclusion in disadvantaged localities. The policy was premised upon the idea that different bodies—public, private, voluntary, and community—should work together to deliver 'joined-up solutions' to 'joined-up problems'. This paper rep…
Researching grant‐maintained schools 1
The 1988 Education Reform Act allows schools to ‘opt out’ of LEA control and become ‘grant‐maintained’ by central government. This measure has provoked considerable controversy. Its supporters claim that it will increase parental choice and improve standards; its critics say that it will further fragment the education service and reintroduce selection. This paper examines the background to the measure and discusses five research tasks for those, …
In the grip of the past? Tradition, traditionalism and contemporary schooling
This article theorises the nature of tradition, in particular the role it plays in the formation of identity and the legitimation of authority. It draws on recently concluded research carried out in England involving a sample of self-governing grant-maintained (GM) and local education authority (LEA) maintained secondary schools to illustrate the various ways in which a particular version of a traditional education, sometimes influenced by interp…
Managing the state and the market
Within the field of education management studies, recent reforms promoting devolution and choice are often seen to provide exciting new opportunities. It is claimed that the ‘new’education management, with its emphasis on site-based decision-making and consumer accountability, will enable headteachers and principals to ‘take control’ of their schools and make them more productive environments in which to work and study. However, our review of res…
The Sociology of Education and the National Curriculum
The aim of this paper is to encourage sociologists of the curriculum to contribute more both to curriculum policy advocacy and the curriculum development process. It concludes by suggesting four areas of curriculum policy research around which both sociologists of education and curriculum studies ‘specialists’ could unite and which would go some way towards meeting the demands of the National Curriculum at the level of policy analysis and impleme…
The Nature of Hope and its Significance for Education
This paper offers an analysis of the nature of hope and explicates its significance for and relation to education. This entails distinguishing initially two kinds of hope – absolute and ultimate hope. While absolute hope is an orientation of the spirit which sets no conditions or limits on what is achievable and has no particular ends in view, ultimate hope is an ‘aimed hope’, that is to say a form of hopefulness that entails identifying and stru…
Utopianism and Education
‘At the beginning, with Thomas More, utopia sets out an agenda for the modern world. Today, five hundred years later, what are the uses of utopia?’ (Kumar, 1991, p. 85). This paper provides an answer to this question by examining More's utopian ‘method’ which, it is suggested, offers a model way of thinking imaginatively and prospectively about the form and content of social reform in general and educational change in particular
Parents, Pupils and Grant‐maintained Schools
The 1988 Education Reform Act allows schools to ‘opt out’ of local education authority (LEA) control and become ‘grant‐maintained’ (GM). Advocates of the policy claim that ‘freeing’ schools from LEAs will enable them to become more responsive to parents and, through diversifying the education ‘market’, expand parental choice. The policy's critics, on the other hand, fear that it will contribute to a divisive system of education and ultimately dim…
Area-based approaches to educational regeneration
The Education Action Zone (EAZ) experiment is one of a number of area-based regeneration initiatives (ABRIs) that have been introduced by central government in recent years in England in an attempt both to tackle social exclusion and lever up educational achievement in some of its disadvantaged localities. The policy, regarded by some of its advocates as the epitome of New Labour's ‘Third Way’, is premised upon the idea that different bodies (pub…
Opting into State Control? Headteachers and the Paradoxes of Grant‐maintained Status
This paper reflects on the significance of two paradoxes of opting out within which grant‐maintained (GM) school headteachers are entangled, and to which they contribute. Discussion of the first paradox focusses on the way GM status, rather than eliminating ‘producer interests’, creates a new one in the form of headteacher control which assists the policy's implementation and the realisation of other educational reforms. Examination of the second…
Opting for grant‐maintained status
The grant-maintained (GM) schools policy, which is one of a number of government initiatives aimed at reforming and restructuring state education, was announced in the Conservative party manifesto for the 1987 general election and subsequently incorporated into the 1988 Education Reform Act (ERA). Operating as autonomous institutions, outside the control of the local education authorities (LEAs) from which they had elected to 'opt out', GM school…
The TVEI and the national curriculum
There is a sense in which the speed of the Technical & Vocational Education Initiative's (TVEI) occupation of the curriculum highground in secondary schools in recent times has obscured the importance and significance of other, arguably equally meritorous, but less well-resourced and low-profile, initiatives in teaching and learning. There is a sense, too, in which it is fair to say that many of the central organising ideas and educational themes…
Democracy, inclusive schooling and the politics of education
Drawing on a variety of social and political theories about the nature and future of democracy, this paper develops athesis about the politics of inclusive education. It concludes with a brief preliminary evaluation of the potential of the UK Labour Government's Education Action Zones policy for the development and governance of inclusive schools
Utopian realism and a new politics of education
This paper is about utopia and utopianism and the relevance of both to thinking analytically and practically about the form and content of education policy. Specifically, it commends a particular application of the utopian imagination - utopian realism - which entails envisaging possible futures in terms of detectable trends in actual social development. It also assesses the merits for education policy of a recent attempt to translate this kind o…
Are Markets and Standards Democratic
Grant‐maintained schools
Teachers' Perceptions of the Effects of In‐Service Education
Essaying and Reflective Practice in Education
Although the French Renaissance sceptic Michel de Montaigne (1533–92) is a much-admired thinker among many literary historians and some philosophical ones, his oeuvre hardly features in critical surveys of ideas in education. This is strange given that Montaigne offers modern educators an exemplary form of communicative discourse which anticipates contemporary education theory’s emphasis on the importance of reflective practice and learning from …
A comparison of professionals' and patients' understanding of asthma
Despite an increase in the provision of services to patients with asthma, morbidity from the disease remains high. Recent research (outside asthma) has raised the possibility that patients may develop a conceptualisation of illnesses which is not entirely compatible with the prevailing biomedical view. This paper compares the way in which health care professionals and patients with asthma described various aspects of the illness, using an approac…
Somatostatin for Gastrointestinal Haemorrhage
The Present Image and Future of Comprehensive Schooling
The present image and future of comprehensive schooling 1
(1989). The present image and future of comprehensive schooling. British Journal of Educational Studies: Vol. 37, No. 4, pp. 339-357
Researching grant‐maintained schools 1
The 1988 Education Reform Act allows schools to ‘opt out’ of LEA control and become ‘grant‐maintained’ by central government. This measure has provoked considerable controversy. Its supporters claim that it will increase parental choice and improve standards; its critics say that it will further fragment the education service and reintroduce selection. This paper examines the background to the measure and discusses five research tasks for those, …
Teachers' Perceptions of the Effects of In‐Service Education
Urban schooling and the National Curriculum
The TVEI and the National Curriculum
The TVEI and the national curriculum
There is a sense in which the speed of the Technical & Vocational Education Initiative's (TVEI) occupation of the curriculum highground in secondary schools in recent times has obscured the importance and significance of other, arguably equally meritorous, but less well-resourced and low-profile, initiatives in teaching and learning. There is a sense, too, in which it is fair to say that many of the central organising ideas and educational themes…
The Sociology of Education and the National Curriculum
The aim of this paper is to encourage sociologists of the curriculum to contribute more both to curriculum policy advocacy and the curriculum development process. It concludes by suggesting four areas of curriculum policy research around which both sociologists of education and curriculum studies ‘specialists’ could unite and which would go some way towards meeting the demands of the National Curriculum at the level of policy analysis and impleme…
From a ‘Sketchy Policy’ to a ‘Workable Scheme’
This paper examines how initial proposals for grant‐maintained (GM) schools were developed by the Department of Education and Science (DES) as it took them forward into legislation. Drawing on interviews conducted with officials involved in creating a statutory framework for GM schools, the paper addresses wider issues of policy generation including the extent to which civil servants influence the content of education policy. In the case of GM sc…
Art and Neurology
Journal Article ART AND NEUROLOGY Get access Martin Sorrell, Martin Sorrell Medway Hospital, Windmill Road, Gillingham, Kent ME7 5NY, England Search for other works by this author on: Oxford Academic Google Scholar David M. G. Halpin David M. G. Halpin Medway Hospital, Windmill Road, Gillingham, Kent ME7 5NY, England Search for other works by this author on: Oxford Academic Google Scholar The British Journal of Aesthetics, Volume 31, Issue 3, Jul…
Grant‐maintained schools
Education, Change and the Policy Process
Grant-Maintained Schools
Opting into State Control? Headteachers and the Paradoxes of Grant‐maintained Status
This paper reflects on the significance of two paradoxes of opting out within which grant‐maintained (GM) school headteachers are entangled, and to which they contribute. Discussion of the first paradox focusses on the way GM status, rather than eliminating ‘producer interests’, creates a new one in the form of headteacher control which assists the policy's implementation and the realisation of other educational reforms. Examination of the second…
Opting for grant‐maintained status
The grant-maintained (GM) schools policy, which is one of a number of government initiatives aimed at reforming and restructuring state education, was announced in the Conservative party manifesto for the 1987 general election and subsequently incorporated into the 1988 Education Reform Act (ERA). Operating as autonomous institutions, outside the control of the local education authorities (LEAs) from which they had elected to 'opt out', GM school…
Parents, Pupils and Grant‐maintained Schools
The 1988 Education Reform Act allows schools to ‘opt out’ of local education authority (LEA) control and become ‘grant‐maintained’ (GM). Advocates of the policy claim that ‘freeing’ schools from LEAs will enable them to become more responsive to parents and, through diversifying the education ‘market’, expand parental choice. The policy's critics, on the other hand, fear that it will contribute to a divisive system of education and ultimately dim…
Grant Maintainted Schools
Grant-maintained schools and the great reform of education the grant-maintained schools policy the uptake of the policy local education authorities and opting out going grant-maintained experiencing grant-maintained schools - pupils and parents opting out and the education marketplace - two case studies self-governance, diversity and developments
Implementation research and education policy
This paper offers a brief guide to implementation research and some of the conceptual and methodological issues it raises. In the course of reviewing investigations of the import of aspects of the 1988 Education Reform Act, it also considers the issues posed for education policy studies in a context where the ‘centre’ is connected to a dispersed and differentiated periphery
The Politics of Education Policy Borrowing
Cross-national policy borrowing rarely has much to do with the success, however, defined, of the institutional realisation of particular policies in their countries of origin; rather, it has much more to do with legitimating other related policies. On the other hand, active policy borrowing involving the appropriation of identifiable aspects of another country's policy solutions, including ways of implementing and administering them, is more like…
Researching Education Policy
Part 1 Theory, Scholarship and Research into Education Policy: Where we are now - reflections on the sociology of education policy, Charles D. Raab Coming to terms with research - the contract business, May Pettigrew Scholarship and sponsored research - contradiction, continuum or complementary activity?, Robert G. Burgess. Part 2 The Ethics of Research into Education Policy: The constraints of neutrality - the 1988 Education Reform Act and femin…
Primary schools and opting out
Significant differences in perceptions between teachers in primary and secondary grant‐maintained schools are reported and analysed. Parents were more frequently involved in promoting opting‐out in primary schools, primary teachers had more favourable attitudes to the grant‐maintained school policy and, in primary schools, grant‐maintained status delivered improvements in classroom conditions, most notably reduced class size and increased para‐pr…
Raymond Williams
In the grip of the past? Tradition, traditionalism and contemporary schooling
This article theorises the nature of tradition, in particular the role it plays in the formation of identity and the legitimation of authority. It draws on recently concluded research carried out in England involving a sample of self-governing grant-maintained (GM) and local education authority (LEA) maintained secondary schools to illustrate the various ways in which a particular version of a traditional education, sometimes influenced by interp…
Managing the state and the market
Within the field of education management studies, recent reforms promoting devolution and choice are often seen to provide exciting new opportunities. It is claimed that the ‘new’education management, with its emphasis on site-based decision-making and consumer accountability, will enable headteachers and principals to ‘take control’ of their schools and make them more productive environments in which to work and study. However, our review of res…
Sociology (36 obras) · Political science (28 obras) · Law (18 obras) · Psychology (17 obras) · Law (14 obras) · Pedagogy (13 obras) · Public Administration (12 obras) · Politics (11 obras) · Diverse Education Studies and Reforms (10 obras) · Economics (10 obras)