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Journal articles on the topic 'Education Reform Act 1988'

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Published: 4 June 2021
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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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Harte, J. D. C. "The Religious Dimension of the Education Reform Act 1988." Ecclesiastical Law Journal 1, no. 5 (July 1989): 32–52. http://dx.doi.org/10.1017/s0956618x00000314.

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12

Bradney, A. "The Dewsbury Affair and the Education Reform Act 1988." Education and the Law 1, no. 2 (January 1989): 51–57. http://dx.doi.org/10.1080/0953996890010202.

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13

Mabud, Shaikh Abdul. "A Muslim Response to the Education Reform Act 1988." British Journal of Religious Education 14, no. 2 (March 1992): 74–98. http://dx.doi.org/10.1080/0141620920140205.

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14

Harris, Neville. "Local Complaints Procedures under the Education Reform Act 1988." Journal of Social Welfare and Family Law 15, no. 1 (January 1993): 19–39. http://dx.doi.org/10.1080/09649069308412112.

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15

Bailey, Lucy. "The Correspondence Principle and the 1988 Education Reform Act." British Journal of Sociology of Education 16, no. 4 (December 1995): 479–94. http://dx.doi.org/10.1080/0142569950160404.

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16

PITT, GWYNETH. "ACADEMIC FREEDOM AND EDUCATION REFORM: THE TENURE PROVISIONS OF THE EDUCATION REFORM ACT 1988." Industrial Law Journal 19, no. 1 (1990): 33–34. http://dx.doi.org/10.1093/ilj/19.1.33.

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17

Parkes, David, and Stuart MacLure. "Education Re-Formed. A Guide to the Education Reform Act 1988." European Journal of Education 24, no. 1 (1989): 86. http://dx.doi.org/10.2307/1503150.

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18

Hull, John M. "Religious Education and Christian Values in the 1988 Education Reform Act." Ecclesiastical Law Journal 2, no. 7 (July 1990): 69–81. http://dx.doi.org/10.1017/s0956618x00000934.

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In his article ‘The Religious Dimension of the Education Reform Act 1988’ (Ecclesiastical Law Journal No. 5, July 1989, pp 32–52), J. D. C. Harte has provided a helpful summary of the new legal framework in the context of the legal history. His interpretation of the implications of the legislation for the theory and practice of religious education in the schools is less satisfactory, and the theological assumptions of his article are at least questionable. It is thus as a religious educator and (if you like) a theologian specialising in educational problems that I would like to respond. In order to appreciate the exposition of Mr Harte, it will be necessary first to have some insight into the history and recent developments of religious education.
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19

Harris, Neville S. "The Education Reform Act 1988 – National curriculum: framework or straitjacket?" Education and the Law 1, no. 3 (January 1989): 105–12. http://dx.doi.org/10.1080/0953996890010303.

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20

Cumper, Peter. "Muslim schools: The implications of the Education Reform Act 1988." Journal of Ethnic and Migration Studies 16, no. 3 (April 1990): 379–89. http://dx.doi.org/10.1080/1369183x.1990.9976191.

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21

Sharp, Paul. "The Education Reform Act 1988: the provisions for further and higher education." Education and the Law 2, no. 3 (January 1990): 109–20. http://dx.doi.org/10.1080/0953996900020302.

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22

Troyna, Barry. "Reform or deform? The 1988 education reform act and racial equality in Britain." Journal of Ethnic and Migration Studies 16, no. 3 (April 1990): 403–16. http://dx.doi.org/10.1080/1369183x.1990.9976193.

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23

McKersie, William S. "Philanthropy’s Paradox: Chicago School Reform." Educational Evaluation and Policy Analysis 15, no. 2 (June 1993): 109–28. http://dx.doi.org/10.3102/01623737015002109.

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This article explores the role of Chicago’s foundations in the development, passage, and early implementation of the Chicago School Reform Act of 1988. Many researchers are examining the act’s history and effect, but the foundation role has largely been ignored. Writing as a participant-observer, the author contends that history should hold Chicago’s foundation community partially responsible for the act’s eventual success or failure, even though it played a small role in the act’s passage. Two factors created this paradox: The actions of a small group of funders prior to 1988 irrevocably linked the larger funder community to the act, and following the act’s passage, foundations quickly became vital to its implementation. Drawing on a new data base, the article highlights six characteristics of the behavior of Chicago’s foundations regarding reform. Weaving the Chicago story together with scholarly perspectives on the traditional foundation role in public affairs, the article closes with three guiding principles for foundations as they help develop and implement education reform policy.
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24

McLean, Martin. ""Populist" Centralism: The 1988 Education Reform Act in England and Wales." Educational Policy 3, no. 3 (September 1989): 233–44. http://dx.doi.org/10.1177/0895904889003003003.

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25

Strain, Michael, and Tim Simkins. "Continuity, Change and Educational Reform—Questioning the Legacy of the Education Reform Act 1988." Educational Management Administration & Leadership 36, no. 2 (April 2008): 155–63. http://dx.doi.org/10.1177/1741143207087770.

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26

Barrow, Paul. "The Nature of Tertiary Colleges and the Education Reform Act 1988." Journal of Further and Higher Education 14, no. 1 (March 1990): 51–67. http://dx.doi.org/10.1080/0309877900140104.

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27

Sharp, Paul. "Surviving, not Thriving: Leas since the Education Reform Act of 1988." Oxford Review of Education 28, no. 2-3 (June 2002): 197–215. http://dx.doi.org/10.1080/03054980220143379.

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28

Taylor, W. H. "Multi‐cultural education in the ‘white highlands’ after the 1988 Education Reform Act." Journal of Ethnic and Migration Studies 16, no. 3 (April 1990): 369–78. http://dx.doi.org/10.1080/1369183x.1990.9976190.

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29

Harte, J. D. C. "Worship and Religious Education under the Education Reform Act 1988‐‐a Lawyer's View." British Journal of Religious Education 13, no. 3 (June 1991): 152–61. http://dx.doi.org/10.1080/0141620910130304.

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30

SHIBANUMA, Akiko, and Asahiro ARAI. "Religious Education and Personal and Social Education after the 1988 Education Reform Act in England." Comparative Education 1995, no. 21 (1995): 145–63. http://dx.doi.org/10.5998/jces.1995.145.

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31

Walford, Geoffrey. "The 1988 Education Reform Act for England and Wales: Paths to Privatization." Educational Policy 4, no. 2 (June 1990): 127–44. http://dx.doi.org/10.1177/0895904890004002006.

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32

FISHER, TREVOR. "The Era of Centralisation: the 1988 Education Reform Act and its consequences." FORUM 50, no. 2 (2008): 255. http://dx.doi.org/10.2304/forum.2008.50.2.255.

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33

Sinclair, Ruth, Roger Grimshaw, and Louise Garnett. "The Education of Children in Need: the impact of the Education Reform Act 1988, The Education Act 1993 and the Children Act 1989." Oxford Review of Education 20, no. 3 (January 1994): 281–92. http://dx.doi.org/10.1080/0305498940200302.

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34

Bass, Di, and Colin A. Hardy. "That Sinking Feeling: Swimming in Primary Schools Post the 1988 Education Reform Act." European Journal of Physical Education 2, no. 2 (January 1997): 178–97. http://dx.doi.org/10.1080/1740898970020205.

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35

Arthur, James. "Catholic Responses to the 1988 Education Reform Act: Problems of Authority and Ethos." British Journal of Religious Education 13, no. 3 (June 1991): 181–89. http://dx.doi.org/10.1080/0141620910130308.

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36

Sinclair, Jackie, Mike Ironside, and Roger Seifert. "Classroom Struggle? Market Oriented Education Reforms and their Impact on the Teacher Labour Process." Work, Employment and Society 10, no. 4 (December 1996): 641–61. http://dx.doi.org/10.1177/0950017096104002.

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The reforms introduced through the Education Reform Act 1988 have brought about a radical redistribution of authority in the school system. The reform process includes the introduction of competitive markets, the erosion of the democratic structures that previously underpinned the state school sector, and the centralization of power over both funding and educational issues. This article examines the impact of these changes on the teacher labour process, drawing from recent research in schools in England and from earlier research on schools in the USA. Teacher labour is being transformed in several ways; reduced autonomy, deskilling, work intensification, and increased labour flexibility are identified. Some consideration is given to teacher responses, noting the importance of trade union responses for this traditionally highly organised group of employees.
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37

Reeves, Frank. "Effects of the 1988 Education Reform Act on Racial Equality of Opportunity in Further Education Colleges." British Educational Research Journal 19, no. 3 (January 1993): 259–73. http://dx.doi.org/10.1080/0141192930190304.

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38

Gorard, Stephen, Chris Taylor, and John Fitz. "Markets in public policy: The case of the United Kingdom education reform act 1988." International Studies in Sociology of Education 12, no. 1 (March 2002): 23–42. http://dx.doi.org/10.1080/09620210200200081.

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39

Harris, Neville S. "Complaints about schooling: the limitations of section 23 of the Education Reform Act 1988." Education and the Law 5, no. 2 (January 1993): 65–71. http://dx.doi.org/10.1080/0953996930050202.

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40

Evans, John, Dawn Penney, and Amanda Bryant. "Improving the Quality of Physical Education? The Education Reform Act, 1988, and Physical Education in England and Wales." Quest 45, no. 3 (August 1993): 321–38. http://dx.doi.org/10.1080/00336297.1993.10484091.

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41

SUZUKI, Masayuki. "The Main Provisions and the Problems of the Education Reform Act of 1988 in England." Comparative Education 1990, no. 16 (1990): 31–49. http://dx.doi.org/10.5998/jces.1990.31.

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42

Evans, John, Dawn Penney, Amanda Bryant, and Monique Hennink. "All Things Bright and Beautiful? PE in primary schools post the 1988 Education Reform Act." Educational Review 48, no. 1 (February 1996): 29–40. http://dx.doi.org/10.1080/0013191960480103.

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43

Bastin, Nigel A. "The appointment and removal of independent members of higher education corporations under the Education Reform Act 1988." Education and the Law 2, no. 4 (January 1990): 151–55. http://dx.doi.org/10.1080/0953996900020401.

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44

Beattie, Nicholas. "The Religious Education and Collective Worship Clauses of the 1988 Education Reform Act: past, present and future." Cambridge Journal of Education 22, no. 1 (January 1992): 5–15. http://dx.doi.org/10.1080/0305764920220102.

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45

Copeland, Ian. "Special educational needs and the education reform act, 19881." British Journal of Educational Studies 39, no. 2 (May 1991): 190–206. http://dx.doi.org/10.1080/00071005.1991.9973884.

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46

Mercer, Roger. "And Now for the Soaring Turkeys: Managing the Implementation of the 1988 Education Reform Act." Educational Management & Administration 17, no. 2 (January 1989): 55–62. http://dx.doi.org/10.1177/174114328901700203.

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47

Takano, Kazuko. "The position of teacher training in UK higher education - unification of higher education and "quality assurance"." Impact 2021, no. 4 (May 11, 2021): 13–15. http://dx.doi.org/10.21820/23987073.2021.4.13.

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Government officials and policymakers in Japan are interested in England's teacher training model but how did England arrive at its current teacher training programmes? Professor Kazuko Takano, Meiji University, Japan, is working to improve understanding in this area, which will assist officials from different countries when implementing similar policies. To do this she is shedding light on the history of teacher training in England, with a specific focus on the effects of reforms introduced by the Thatcher and Major governments. A key element of this work involves an exploration of teacher training in higher education during the Thatcher-Major educational reforms when the quality assurance system was being developed. Importantly, Takano is looking at both professional and academic aspects of teacher training. The Education Reform Act 1988 was introduced under the Thatcher government and the Further and Higher Education Act 1992 was brought in by the Major government. Teacher training courses were largely provided by polytechnics and higher education colleges, which were public sector institutions and after higher education was unified by the 1992 Act, polytechnics and higher education colleges meeting the standards of scale and quality were promoted to university status. With the introduction of further acts, it started to become clear that the administration of teacher training was positioned not in the higher education series but the primary and secondary education series. This was one of the milestones in the history of teacher training in the post-war period.
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48

Friedberg, Ruth Ann, and Margaret L. Chapman. "The Tax Reform Act of 1986: How Faculty Fared." Academe 79, no. 1 (1993): 38. http://dx.doi.org/10.2307/40250437.

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49

Chychuk, Antonina. "The System of Teacher Education Management in Great Britain." Comparative Professional Pedagogy 5, no. 4 (December 1, 2015): 80–86. http://dx.doi.org/10.1515/rpp-2015-0070.

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Abstract The system of teacher education management, namely, forms and principles of teacher education management according to the normative base (Education Reform Act (1988); Education Act (1992; 1993; 1996; 1997; 2002); School Standards and Framework Act (1998); Higher Education Act (2004), etc.), monitoring and participation of the public in its management have been analyzed. It has been proved that lately the democratization process in British education management has been combined with the increased attention of the state to monitoring, requirements to appropriate activity of educational establishments and trends seem to be forward education quality enhancing, democratization of evaluation, monitoring and information providing processes. Changes in education management in the historical context have been considered. The organizations participating in education management in Great Britain have been outlined. The data has been presented that enabled to distinguish similarities and differences in the functioning of the organizations participating in education management in Great Britain and ensure the existing of independent management authorities within them.
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50

Huss, Susan. "The Education Requirement of the U.S. Immigration Reform and Control Act of 1986." Language Problems and Language Planning 14, no. 2 (January 1, 1990): 142–61. http://dx.doi.org/10.1075/lplp.14.2.05hus.

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RESUMEN El requisite de educatión en el Acto sobre Reforma y Limitatión de Inmigraciôn a losEstados Unidos (1986): Estudio de un ejemplo de una planificatión lingüística ineficaz El 6 de noviembre de 1986, el presidente Ronald Reagan firmó como ley el Acto sobre Reforma y Limitaciôn de Inmigraciôn (1986). El objetivo de la ley es detener la corriente de inmigrantes ilegales a través de la frontera mejicano-estadounidense y aplicar sanciones a patronos estadounidenses que hacen uso de trabajadores ilegales. La sección 2 del Acto especifica un programo legislativo en dos partes, por medio del cual extranjeros que habitan en Estados Unidos desde el 1 de enero de 1982, tienen derecho a solicitar residencia legal, temporal en primera instancia, y permanente posteriormente. Este programo de legalización está con-siderado como menos costoso que la deportaciôn de millones de extranjeros ilegales. Un requisito para la adquisición de esta residencia legal es que los extranjeros a los que se ha acordado este privilegio, sean capaces de probar un conocimiento bâsico del inglés, historia estadounidense y conocimientos sociales, o intenten conseguir ese conocimiento asistiendo a una instrucción de al menos cuarenta horas en un programa reconocido por el INS (Servicio de Naturalización e Inmigración). El requisito de educación se encuentra en la ley para lógicamente apoyar la concesión de residencia permanente a extranjeros ilegales, principalmente de origen hispánico, antes que a otros extranjeros que solicitan residencia dentro de otros programas de inmigración. El cono-cimiento del inglés esta considerado como un signo de integration en la sociedad. El inglés es un importante sfmbolo cultural para esa sociedad, y los legisladores piensan que se ve amena-zado por una creciente minorfa hispanohablante. Puesto que el objetivo del requisito de education no es capacitar a los participantes para alcanzar una competencia funcional en inglés, el resultado es una polftica lingufstica costosa e ineficaz. RESUMO La klereca devigo en la Usona Akto pri Enmigra Reformo kaj Limigo (1986): Studo de ekzemplo de neefika lingvoplanado La 6-an de novembro 1986, Prezidento Ronald Reagan jure subskribis la Usonan Akton pri Enmigra Reformo kaj Limigo (1986). La celo de la leĝo estas haltigi la fluon de neleĝaj enmigrantoj trans la usonmeksikan limon kaj apliki sankciojn kontraŭ usonaj dungantoj, kiuj uzas neleĝajn laborfortojn. Sekcio 2 de la Akto specifigas dustadian leĝigan programon, per kiu fremduloj, kiuj loĝas ene de Usono jam de la 1-a de januaro 1982, rajtas peti unue dumtempan kaj poste konstantan laŭleĝan lograjton. Oni konsideras tiun programon de leĝigo pli mal-multekosta ol deportado de milionoj da neleĝaj fremduloj. Unu devigo por tia laŭlega lo|rajto estas tio, ke fremduloj, kiuj ricevas tiun privilegion, povu montri scion de baza angla lingvo, usona historio kaj sociaj scioj, aŭ klopodu atingi tian scion per ĉeesto de minimume kvardek horoj da instruado en programo rekonata de INS (la Servo pri Naturalizo kaj Enmigrado). La klereca devigo troviĝas en la lego por logike subteni la transdonon de konstanta loĝrajto al neleĝaj fremduloj, cefe hispandevenaj, antaû tiuj alilandanoj, kiuj petas leĝan loĝrajton laŭ aliaj enmigraj programoj. Scipovo de la angla estas konsiderata kiel signo de integriĝo en la ĝeneralan socion. La angla lingvo estas grava kultura simbolo por tiu socio, kaj leĝfarantoj kredas, ke ĝi estas minacata de kreskanta hispanparolanta minoritato. Pro tio, ke la celo de la klereca devigo ne estas ebligi al la partoprenantoj atingi funkcian kompetentecon en la angla, la rezulto estas multekosta kaj neefika lingva pohtiko.
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