Sheila Edward
Dados Biográficos
| ID | 6154671 |
|---|---|
| NOME | Sheila Edward |
| PRENOMES | Sheila |
| SOBRENOME | Edward |
| ASSINATURA | EDWARD S |
| AFILIAÇÕES | University of London |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 18 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2005 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2009 |
| ÍNDICE H | 3 |
Rolling out ‘good’, ‘best’ and ‘excellent’ practice. What next? Perfect practice
The identification and dissemination of ‘good practice’ has for years been a central part of the Government's strategy for radical change of the education system. ‘Good practice’, however, is no longer good enough, nor is ‘best practice’. The requirement now for post‐compulsory education and training (from which all our examples are taken) is nothing less than ‘excellent practice for all’. This article critically examines these highly significant…
Bunking off’
There is widespread interest in the impact of unauthorised absence on pupil attainment, links with disaffection, exclusion from school and criminality. However, little is heard about what those who take unauthorised absence from school think that the effect has been on them; nor do we hear the voices of other pupils and their teachers. This article presents evidence from a one‐year study of absence in seven local authorities in England funded by …
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…
Rolling out ‘good’, ‘best’ and ‘excellent’ practice. What next? Perfect practice
The identification and dissemination of ‘good practice’ has for years been a central part of the Government's strategy for radical change of the education system. ‘Good practice’, however, is no longer good enough, nor is ‘best practice’. The requirement now for post‐compulsory education and training (from which all our examples are taken) is nothing less than ‘excellent practice for all’. This article critically examines these highly significant…
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…
Bunking off’
There is widespread interest in the impact of unauthorised absence on pupil attainment, links with disaffection, exclusion from school and criminality. However, little is heard about what those who take unauthorised absence from school think that the effect has been on them; nor do we hear the voices of other pupils and their teachers. This article presents evidence from a one‐year study of absence in seven local authorities in England funded by …
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…
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…
Bunking off’
There is widespread interest in the impact of unauthorised absence on pupil attainment, links with disaffection, exclusion from school and criminality. However, little is heard about what those who take unauthorised absence from school think that the effect has been on them; nor do we hear the voices of other pupils and their teachers. This article presents evidence from a one‐year study of absence in seven local authorities in England funded by …
Rolling out ‘good’, ‘best’ and ‘excellent’ practice. What next? Perfect practice
The identification and dissemination of ‘good practice’ has for years been a central part of the Government's strategy for radical change of the education system. ‘Good practice’, however, is no longer good enough, nor is ‘best practice’. The requirement now for post‐compulsory education and training (from which all our examples are taken) is nothing less than ‘excellent practice for all’. This article critically examines these highly significant…
Pedagogy (4 obras) · Political science (4 obras) · Innovative Education and Learning Practices (3 obras) · Public relations (3 obras) · Sociology (3 obras) · Business (2 obras) · Education Systems and Policy (2 obras) · Government (linguistics) (2 obras) · Psychology (2 obras) · Social science (2 obras)