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Relevant bibliographies by topics / Education Reform Act 1988

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Academic literature on the topic 'Education Reform Act 1988'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Education Reform Act 1988"

1

Strain, Michael. "The Education Reform Act 1988." Management in Education 23, no. 4 (October 2009): 151–54. http://dx.doi.org/10.1177/0892020609344036.

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Airasian, Peter W., and Kelvin D. Gregory. "The Education Reform Act of 1988." Assessment in Education: Principles, Policy & Practice 4, no. 2 (July 1997): 307–14. http://dx.doi.org/10.1080/0969594970040207.

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Fay, Peter. "Further Education and the 1988 Education Reform Act." Journal of Further and Higher Education 13, no. 2 (June 1989): 3–10. http://dx.doi.org/10.1080/0309877890130201.

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Thornthwaite, Sian. "School transport and the education reform act 1988." Local Government Studies 16, no. 4 (July 1990): 15–23. http://dx.doi.org/10.1080/03003939008433533.

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Meredith, Paul. "The Education Reform Act 1988 — Grant‐maintained schools." Education and the Law 1, no. 3 (January 1989): 95–103. http://dx.doi.org/10.1080/0953996890010302.

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Pettit, Philip H. "Academic Tenure and the Education Reform Act 1988." Modern Law Review 54, no. 1 (January 1991): 137–41. http://dx.doi.org/10.1111/j.1468-2230.1991.tb02643.x.

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Werum, Regina. "Sectionalism and Racial Politics: Federal Vocational Policies and Programs in the Predesegregation South." Social Science History 21, no. 3 (1997): 399–453. http://dx.doi.org/10.1017/s014555320001779x.

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Extant literature onvocational reformsgives the impression that they, like other educational reforms, resulted from a consensus between northern industrialists and professional educators (e.g., Bowles and Gintis 1976; Cohen 1968; Cremin 1961; Cuban 1982; Fones-Wolf 1983; Kett 1982; Powers 1992; Tyack 1981 [1974]). If national educational reforms reflected national economic interests, we should expect twentieth-century federal vocational legislation to reflect the interests of an increasingly industrialized national economy. By the same token, regionally specific economic interests should find their reflection primarily in local educational practice. This view rests on the assumption that a “national economy” has existed and that federal policies have not reflected sectional economic interests. In reality, southern sectional interests have shaped a variety of economic and social policies, ranging from post-Reconstruction child labor and compulsory education laws to New Deal policies such as the 1933 National Industrial Recovery Act (NIRA), the 1935 National Labor Relations (Wagner) Act, welfare policy, and the 1935 Social Security Act establishing old-age security and unemployment compensation (Alston and Ferrie 1985; Bensei 1984; Lieberman 1995; Quadagno 1988, 1994; Shulman 1991; Skocpol 1995).

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Poulter, Sebastian. "The religious education provisions of the Education Reform Act. 1988." Education and the Law 2, no. 1 (January 1990): 1–11. http://dx.doi.org/10.1080/0953996900020101.

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Macey, Marie. "The 1988 Education Reform Act: has multiculatural education any future?" British Journal of Sociology of Education 13, no. 1 (January 1992): 125–30. http://dx.doi.org/10.1080/0142569920130109.

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Booth, Ian G., Michael Flude, and Merril Hammer. "The Education Reform Act, 1988. Its Origins and Implications." British Journal of Educational Studies 39, no. 1 (February 1991): 86. http://dx.doi.org/10.2307/3120875.

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Dissertations / Theses on the topic "Education Reform Act 1988"

1

Jones, Jane. "A study of post-1988 Education Reform Act headship." Thesis, King's College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392529.

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Higgins, Malcolm John. "Expectations of education : how one college is responding to the Education Reform Act 1988." Thesis, University of Central Lancashire, 1993. http://clok.uclan.ac.uk/20294/.

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This study interprets the results of research into how one college met the challenge of change brought about by the Education Reform Act 1988, with reference to appropriate social research methodologies and a wide ranging review of relevant literature. The aim was to investigate how one college, well established in a traditional pattern, would respond to educational change stemming from a political culture which relocated emphases upon financial considerations, market forces and quality controls devolving from a business-like reorientation. A review of the college's aims and intentions, with an examination of the methods managers might adopt and options they might select in moving towards a business organisation, moved the research into a detailed investigation of sub-organisational micro-politicking. The research led naturally to an in-depth examination of the nature of management and management skills training within an educational institution, raising questions about the cross-discipline transferability of educational/business skills. Interview and established techniques of participant observation have exposed the lacunae between rhetoric, supposed practice and what has become the reality of change within the organisation. The research focuses upon the myth of 'professionalism' which, in the uncertainty of change, supports the new managerialism brought about by the Education Reform Act. An alternative strategy for educational change within the institution is suggested. The conclusion is a critique of educational management training within the organisation and locates both micro- and macro-educational management preparation within some commercial systems with which it might seek to identify.

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Cripps, Sandra Florence. "The influence of language as a tool for policy implementation : further education after the 1988 Education Reform Act." Thesis, London School of Economics and Political Science (University of London), 1999. http://etheses.lse.ac.uk/2217/.

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The task of this work is to show that the use of language can be an important tool in any attempt to use power. In view of the complexity of the subject the span of investigation has specifically focused on the changes brought about by the Conservative Government expressed in the Education Acts in 1988 and 1992 during the period 1991-1996, tracing their effect on three further education colleges in the public sector and one in the private sector. In order to test the hypothesis, that there has been a significant change in the value system within which further education policy has been expressed, a selection of all direct guidance given to further education colleges for the period 1944-1997 is analysed. By exploring the panoramic of the narrative it is argued that policy failure for the average student is found not to be uncommon and at odds with the vision which drove the Education Act 1944. In order to offer some explanation of these outcomes the narrative is analysed. This reveals several themes representing a journey towards modernising democracy and underlying themes which consistently tempers attempts towards radical change. Further it reveals a paradigm shift from the pursuit of educational effectiveness, based on equality and the notion of social responsibility, to the pursuit of educational efficiency did take place. It is argued that the Government's language themes challenged and altered the professional's language thus their right to decide but rendered the newly incorporated colleges less able to manage the high risk environment in which it was placed by them. In contrast, it is suggested that the private college which operates with professional autonomy as key to its success demonstrates that professional autonomy and commercial success are not mutually exclusive. Indeed, this approach has much in common with new trends in management discourse.

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Williams, Daniel Bryn. "The teaching, assessment and examining of English language and literature from the Education Act of 1944 to the Education Reform Act of 1988." Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/11144/.

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In the Preface, the focus is on the word 'standards' itself: the ineradicable human element in marking and the degree to which all marks and grades, particularly in the subject of English, are dependent upon a subjective evaluation of the quality of response - an essential component in the establishment and maintenance of standards. The various implications of the word 'standards' and the ease with with resultant ambiguities can lead the unwary commentator into wholly misleading statements are considered, and a definition is offered to serve as a touchstone for the thesis as a whole. The main body of the thesis is divided into two sections and a conclusion. Section One (containing Chapters 1-3) is largely based upon published writings about education: books, reports and papers issued by Government-appointed Committees and Councils, and officially ratified educational statistics; illustrated where appropriate by my own experience and research into the unpublished archives of Examination Boards. Section Two (containing Chapters 4-6) deals specifically with the development of GCE '0' and 'A' level examinations in English, and is very largely dependent upon my interpretation of evidence derived from examination papers, marking schemes, examiners' reports and candidates' scripts ... The Conclusion is an attempt to provide an answer to the obvious question as to why, if evidence of a widely-alleged decline in standards is as difficult to establish as the previous six chapters suggest, the charge is so widely accepted as proved. To do this it is necessary to see the matter of standards from a broader perspective than a factual focus on examination papers, candidates' scripts, examiners' reports, comparability studies and educational statistics. From the inception of the concept of a state education system there has inevitably been a political dimension to any discussion of standards, and political dimensions equally inevitably tend toward expediency and subjective reaction rather than objective assessment of perceived shortcomings. This is certainly true of the last two decades during which the political dimension has become more overt than ever before, and the gulf between political interpretation of educational achievements and that of the professionals involved has never been wider. It is the contention of the Conclusion that a key to this disparity lies in the history of the development of the National Curriculum, the nature of the political interventions therein, and the indications that these are based upon a consistent philosophy – which elevates knowledge above understanding, 'pencil-and-paper' testing above carefully weighted assessments, results above performance, and which supposes that the reintroduction of selective schools would be an automatic panacea. The Conclusion therefore looks forward beyond the stated 1988 terminal point of the study to examine the developments of the 1990s, and backward beyond the stated starting point of the 1944 Act to examine the reality of grammar school achievement. It is the final contention of this thesis that it is the fallacy and self-deception of the nostalgia for the grammar school tradition which underlies and accounts for the falsity of the claims, about declining standards.

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Nott, Michael. "Personal belief and professional R.E. : a case study of conservative Christians and religious education in the 1988 Education Reform Act." Thesis, Coventry University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283223.

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Sampson, H. "The 1988 Education Reform Act and the reproduction of gender inequalities in the English education system : a case study approach." Thesis, University of Salford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366026.

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Heeks, Peggy. "School library services after ERA : an investigation of the effect of the 1988 Education Reform Act on school library services." Thesis, Loughborough University, 1992. https://dspace.lboro.ac.uk/2134/7312.

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This study has addressed three core questions: What is the current state of School Library Services? How is the Education Reform Act affecting these services? Why are specific choices being made by School Library Services from the options available post-ERA? Information was gathered from questionnaires, consultation, seminars etc., and also by contact 1989-91 with 14 authorities in England and Wales. Specific matters investigated over the two-year period were: Structures; Policies; Service range and level; Relationships. The study found evidence that ERA had a significant effect during this period on library support services to schools, but that other influences on change were at work, most notably the community charge and its repercussions. All the School Library Services in the contact authorities changed between 1989 and 1991, although in different degrees, and it was observed that the effect of national legislation was being mediated by local cultures. The hypothesis that 'The Education Reform Act is leading to new perceptions of School Library Service effectiveness' was upheld, and factors making for effectiveness were identified.

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Kumsang, Margaret Alison. "Seeing SENSS : an ethnographic exploration of the effects of the 1988 Education Reform Act on a special educational needs support scheme." Thesis, University of Birmingham, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365273.

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Rose, David Winwood. "R.E. policy making since the 1988 Education Reform Act : analysing the impact of the cultural restorationists and the #Christianisers'." Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251621.

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Dann, Ruth Catherine. "Pupil assessment in the primary school : with special reference to the assessment implications of the Education Reform Act 1988." Thesis, University of Southampton, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358703.

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Books on the topic "Education Reform Act 1988"

1

Arts Council of Great Britain. Partners 1: 1988 Education Reform Act. London: Arts Council, 1992.

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Department of Education & Science. Education Reform Act 1988: Grant-maintained schools. London: Department ofEducation and Science, 1988.

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Teachers, National Union of. Education Reform Act 1988: Religious education and collective worship. London: National Union of Teachers, 1989.

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4

Department, Coventry (England) Education. Education Reform Act 1988: Appendix 2 Education Committee [8.11.88]. 2nd ed. [Coventry]: City of Coventry Education Department, 1988.

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Department of Education & Science. The Education reform act 1988 (commencement no. 5) order 1989. London: H.M.S.O., 1989.

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Science, Department of Education &. Education Reform Act 1988: Charges for school activities. London: Department of Education and Science, 1989.

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Department of Education & Science. The Education Reform Act 1988: Religious education and collective worship. London: The Department, 1989.

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8

Maclure, Stuart. Education re-formed: A guide to the Education Reform Act 1988. Sevenoaks: Headway, 1988.

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9

Amies, E. The planning implications of the Education Reform Act 1988. Oxford: Oxford Brookes University, 1996.

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Department of Education & Science. Education Reform Act 1988: The school curriculum and assessment. London: The Department, 1988.

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Book chapters on the topic "Education Reform Act 1988"

1

Whitty, Geoff. "The Politics of the 1988 Education Reform Act." In Developments in British Politics 3, 305–17. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-20795-4_14.

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Maranto, Robert, and Michael Q. McShane. "Reauthorizing the Elementary and Secondary Education Act: Challenging the Education Industrial Complex." In President Obama and Education Reform, 127–43. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137030931_7.

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Deem, Rosemary. "Governing by Gender? School Governing Bodies After the Education Reform Act." In Gender, Power and Sexuality, 58–76. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-21241-5_4.

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Peary, Alexandria. "Taking Self-Help Books Seriously: The Informal Aesthetic Education of Writers." In New Directions in Book History, 217–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_9.

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AbstractAesthetic education with a writing focus has occurred in the United States through two vehicles: textbooks in classroom-based instruction or self-help books in extracurricular instruction. Writing self-help books, or texts which address a readership interested in learning about writing independent of a teacher or university, played a significant role in guiding countless individuals during the twentieth century and continue to do so today (For the purposes of this article, “self-help” refers exclusively to self-help literature offering advice about the act of writing and not to any of the myriad of other self-help topics [dieting, relationships, and so forth]). The evolution of these self-help books paralleled the development of college and university writing courses that arose early in the twentieth century: indeed, a powerful informal aesthetic education has been occurring through self-help books. In this chapter, I perform a textual analysis of five twentieth-century self-help books, all attracting substantial readership: Dorothea Brande’s Becoming a Writer (1934); Brenda Ueland’s If You Want to Write (1938); Peter Elbow’s Writing Without Teachers (1973); Natalie Goldberg’s Writing Down the Bones (1986); and Anne Lamott’s Bird by Bird (1995). An examination of these popular twentieth-century self-help books reveals four areas of overlapping content. Collectively, self-help books on writing address the role of the unconscious in composing, issues of control, the holistic nature of composing, and failures in traditional teaching, and they all formulate a broader argument about the universal ability of humans to be creative.

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Chaudhry, Rastee, and Abdullah Waqar Tajwar. "The Punjab Schools Reform Roadmap: A Medium-Term Evaluation." In Implementing Deeper Learning and 21st Education Reforms, 109–28. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_5.

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Abstract In 2010, a whole-system reform was designed and launched in the Punjab province of Pakistan called the Punjab Schools Reform Roadmap (PSRR). This reform was a direct response to the challenges of education in the province at the time, which included scale, capacity to deliver, and political will. Further, 2010 was a time at which the political and administrative landscape of Pakistan was changing: the right to education act had just been formalized and education was simultaneously devolved from a federal matter to a provincial one. This chapter studies the outcomes of the PSRR a decade after its implementation with an emphasis on three dimensions of the reform: management capacity, teacher capacity and monitoring & information systems. Specifically, we discuss the above with reference to increasing access to and quality of education in the province while also analyzing the outcomes and sustainability of the reform 10 years from its inception.

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"Education Reform Act 1988." In Solving Problems In Constitutional Law, 104–11. Routledge-Cavendish, 1995. http://dx.doi.org/10.4324/9781843142904-31.

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"The 1988 Education Reform Act." In Privatization and Privilege in Education (RLE Edu L), 94–111. Routledge, 2012. http://dx.doi.org/10.4324/9780203127278-12.

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Parker, Franklin, and Betty June Parker. "Education Reform Act of 1988 (ERA 88)." In Education in England and Wales, 3–34. Routledge, 2018. http://dx.doi.org/10.4324/9781351253864-1.

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Copeland, Ian. "Special Educational Needs and the Education Reform Act, 1988 1." In Educational Reform Legislation in the 20th Century, 193–207. Routledge, 2018. http://dx.doi.org/10.4324/9780429446696-12.

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"The Growth of Ideological Conflicts: The Education Reform Act (1988)." In Education And Politics For The 1990s, 58–75. Routledge, 2003. http://dx.doi.org/10.4324/9780203451380-9.

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Conference papers on the topic "Education Reform Act 1988"

1

Tian, Xianhua. "Discussion on the Absence of Legal Regulation of Aerial Photography Act of Chinese Unmanned Aerial Vehicle." In Proceedings of the 2018 International Workshop on Education Reform and Social Sciences (ERSS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/erss-18.2019.84.

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Li, Jinling, and Shuangqing Hou. "Development Pattern of Traditional Chinese Arts and Crafts under the Reform and Opening up Policy (1988~1998)." In 2015 International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icadce-15.2015.74.

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