2024-03-29T11:13:08Zhttp://uobrep.openrepository.com/oai/requestoai:uobrep.openrepository.com:10547/2242992012-07-16T11:17:55Zcom_10547_131884col_10547_132182
Constructions of mathematicians in popular culture and learners’ narratives: a study of mathematical and non‐mathematical subjectivities
Moreau, Marie-Pierre
Mendick, Heather
Epstein, Debbie
2012-05-17T09:44:31Z
2012-05-17T09:44:31Z
2012-05-17
Article
Moreau, M., Mendick, H. & Epstein, D. (2010) 'Constructions of mathematicians in popular culture and learners’ narratives: a study of mathematical and non‐mathematical subjectivities', Cambridge Journal of Education, 40(1) pp.25-38
0305-764X
1469-3577
10.1080/03057640903567013
http://hdl.handle.net/10547/224299
Cambridge Journal of Education
en
http://www.tandfonline.com/doi/abs/10.1080/03057640903567013
Archived with thanks to Cambridge Journal of Education
oai:uobrep.openrepository.com:10547/2243312012-07-16T11:19:23Zcom_10547_131884col_10547_132182
Equal Opportunities Policies in English Schools: Towards Greater Gender Equality in the Teaching Workforce?
Moreau, Marie-Pierre
Osgood, Jayne
Halsall, Anna
2012-05-17T09:50:39Z
2012-05-17T09:50:39Z
2012-05-17
Article
Moreau, M., Osgood, J. & Halsall, A. (2008) 'Equal Opportunities Policies in English Schools: Towards Greater Gender Equality in the Teaching Workforce?', Gender, Work & Organization, 15(6) pp.553-578
09686673
14680432
10.1111/j.1468-0432.2008.00405.x
http://hdl.handle.net/10547/224331
Gender, Work & Organization
http://doi.wiley.com/10.1111/j.1468-0432.2008.00405.x
Archived with thanks to Gender, Work & Organization
oai:uobrep.openrepository.com:10547/2243322012-07-16T11:20:51Zcom_10547_131884col_10547_132182
Imagining the mathematician: young people talking about popular representations of maths
Epstein, Debbie
Mendick, Heather
Moreau, Marie-Pierre
2012-05-17T09:53:39Z
2012-05-17T09:53:39Z
2012-05-17
Article
Epstein, D., Mendick, H. & Moreau, M. (2010) 'Imagining the mathematician: young people talking about popular representations of maths', Discourse: Studies in the Cultural Politics of Education, 31(1) pp.45-60
0159-6306
1469-3739
10.1080/01596300903465419
http://hdl.handle.net/10547/224332
Discourse: Studies in the Cultural Politics of Education
http://www.tandfonline.com/doi/abs/10.1080/01596300903465419
Archived with thanks to Discourse: Studies in the Cultural Politics of Education
oai:uobrep.openrepository.com:10547/2243012012-09-21T12:35:18Zcom_10547_131884col_10547_132182
Discourses of women scientists in online media: towards new gender regimes?
Moreau, Marie-Pierre
Mendick, Heather
2012-05-17T11:12:20Z
2012-05-17T11:12:20Z
2012-05-17
Article
Moreau, M. & Mendick, H. (2012) 'Discourses of women scientists in online media: Towards new gender regimes?', International Journal of Gender, Science and Technology, 4(1) pp.4-23
http://hdl.handle.net/10547/224301
International Journal of Gender, Science and Technology
en
http://genderandset.open.ac.uk/index.php/genderandset/article/view/222/384
oai:uobrep.openrepository.com:10547/2242952013-11-27T22:00:20Zcom_10547_131884col_10547_132182
Les enseignants et le genre: les inégalités hommes-femmes dans l’enseignement du second degré en France et en Angleterre
Moreau, Marie-Pierre
2012-05-17T09:19:28Z
2012-05-17T09:19:28Z
2011
Book
Les enseignants et le genre: les inégalités hommes-femmes dans l’enseignement du second degré en France et en Angleterre . 2011. Paris: Presses Universitaires de France
9782130591771
http://hdl.handle.net/10547/224295
fr
Presses Universitaires de France
oai:uobrep.openrepository.com:10547/2242962012-07-16T11:15:58Zcom_10547_131884col_10547_132182
The societal construction of ‘boys’ underachievement’ in educational policies: a cross‐national comparison
Moreau, Marie-Pierre
2012-05-17T09:24:14Z
2012-05-17T09:24:14Z
2012-05-17
Article
Moreau, M. (2011) 'The societal construction of ‘boys’ underachievement’ in educational policies: a cross‐national comparison', Journal of Education Policy, 26(2) pp.161-180
0268-0939
1464-5106
10.1080/02680939.2010.509812
http://hdl.handle.net/10547/224296
Journal of Education Policy
en
http://www.tandfonline.com/doi/abs/10.1080/02680939.2010.509812
Archived with thanks to Journal of Education Policy
oai:uobrep.openrepository.com:10547/2243972018-06-25T12:33:18Zcom_10547_131884col_10547_132182
Values, education and capabilities: education for poverty reduction in South Africa
Peppin-Vaughan, Rosie
Walker, Melanie
Due for publication in 2012
2012-05-17T14:42:23Z
2012-05-17T14:42:23Z
2012
Article
Peppin Vaughan, R. & Walker, M. (2012) 'Values, Education and Capabilities: education for poverty reduction in South Africa', Journal of Human Development and Capabilities
19452829
19452837
http://hdl.handle.net/10547/224397
Journal of Human Development and Capabilities
en
oai:uobrep.openrepository.com:10547/2243042018-06-25T12:34:07Zcom_10547_131884col_10547_132182
Nationhood and the education of the female citizen in India
Peppin-Vaughan, Rosie
2012-05-17T14:51:08Z
2012-05-17T14:51:08Z
2009
Book chapter
Mohan, N. & Peppin-Vaughan, R. (2008) 'Nationhood and the education of the female citizen in India' in Arnot, M. & Fennel, S. (eds.) Gender, Education and Equality in a Global Context: Conceptual Frameworks and Policy Perspectives, London: Routledge pp.181-195
9780415552059
http://hdl.handle.net/10547/224304
en
Routledge
oai:uobrep.openrepository.com:10547/2243982018-06-25T12:32:53Zcom_10547_131884col_10547_132182
Girls’ and women’s education within Unesco and the World Bank, 1945–2000
Peppin-Vaughan, Rosie
2012-05-17T14:45:37Z
2012-05-17T14:45:37Z
2012-05-17
Article
Peppin-Vaughan, R. (2010) 'Girls’ and women’s education within Unesco and the World Bank, 1945–2000'. Compare: A Journal of Comparative and International Education, 40(4) pp.405-423
0305-7925
1469-3623
10.1080/03057925.2010.490360
http://hdl.handle.net/10547/224398
Compare: A Journal of Comparative and International Education
http://www.tandfonline.com/doi/abs/10.1080/03057925.2010.490360
oai:uobrep.openrepository.com:10547/2245952020-04-23T07:37:27Zcom_10547_131884col_10547_132182
A reflection on adaptability, achievement motivation and success of Central and Eastern European students in one English university
Jankowska, Maja
Central and Eastern European (CEE) students
reflection
adaptation
attainment
socio-historical and cultural background
This article focuses Central and Eastern European (CEE) students’ adaptability and achievement in one English post-1992 university. There are few studies that discuss values, beliefs, attitudes and needs as well as achievement (and factors contributing to it) between CEE and other learners. Since the expansion of the European Union, CEE students’ presence in British higher education has become more pronounced. CEE learners are treated as home students and yet they come from a distinctively different socio-historical background and pedagogic tradition, which is, to a certain extent, common in CEE countries as a result of the sovietisation of education systems within post communistic countries of Central and Eastern Europe. In the British higher education sector there is a move in curriculum delivery towards more personalised learning, which underlines that effective teaching and learning starts with understanding the individual student. Therefore, it is important that universities with a high proportion of EU students attempt to understand where CEE students come from and what their aspirations might be. This article attempts to provide some insights into CEE learners’ values, attitudes and motivations to learn and looks for possible reasons for their success.
2012-05-18T11:42:13Z
2012-05-18T11:42:13Z
2011-09
Article
Jankowska, M. (2011) 'A reflection on adaptability, achievement motivation and success of Central and Eastern European students in one English university', Compare: A Journal of Comparative and International Education, 41(6 pp.801-818
0305-7925
1469-3623
10.1080/03057925.2011.602536
http://hdl.handle.net/10547/224595
Compare: A Journal of Comparative and International Education
en
http://www.tandfonline.com/doi/abs/10.1080/03057925.2011.602536
Taylor and Francis
oai:uobrep.openrepository.com:10547/2255982018-12-11T10:36:15Zcom_10547_131884col_10547_132182
Who are you and what is your destination? – evaluation of an entry point and the role of cultural differences in Personal Development Planning
Jankowska, Maja
Atlay, Mark
Gaitan, Alfredo
2012-05-23T14:15:38Z
2012-05-23T14:15:38Z
2010
Article
Who are you and what is your destination? – evaluation of an entry point and the role of cultural differences in Personal Development Planning. 2010. Vol 2. Problemy Profesjologii
1895-197X
http://hdl.handle.net/10547/225598
Problemy Profesjologii
en
http://www.problemy-profesjologii.uz.zgora.pl/
oai:uobrep.openrepository.com:10547/2259762012-07-17T14:07:34Zcom_10547_131884col_10547_132182
Comparing educational systems
Corner, Trevor
Grant, N.
2012-05-25T13:13:00Z
2012-05-25T13:13:00Z
2008
Book chapter
Corner, T and Grant, N. (2008) 'Comparing educational systems', in Matheson, D. (ed.) An introduction to the study of education. 3rd edn. London: Routledge. pp 171 - 185.
9780415453653
http://hdl.handle.net/10547/225976
en
http://library.beds.ac.uk/record=b1449405~S20
Routledge
oai:uobrep.openrepository.com:10547/2261742012-07-24T09:33:15Zcom_10547_131884col_10547_132182
Delivering higher education to meet local needs in a developing context: the quality dilemmas?
Abukari, Abdulai
Corner, Trevor
2012-05-28T10:14:34Z
2012-05-28T10:14:34Z
2010
Article
Abukari, A. & Corner, T. (2010) 'Delivering higher education to meet local needs in a developing context: the quality dilemmas?', Quality Assurance in Education 18(3):191
0968-4883
10.1108/09684881011058641
http://hdl.handle.net/10547/226174
Quality Assurance in Education
en
http://www.emeraldinsight.com/10.1108/09684881011058641
Archived with thanks to Quality Assurance in Education
oai:uobrep.openrepository.com:10547/2276142012-07-17T12:07:57Zcom_10547_131884col_10547_132182
Special cases: neoliberalism, choice and mathematics education
Moreau, Marie-Pierre
Mendick, Heather
Epstein, Debbie
University of Bedfordshire
2012-06-06T09:41:55Z
2012-06-06T09:41:55Z
2009
Book chapter
Moreau, M. P., Mendick, H. & Epstein, D. (2009) Special cases: neoliberalism, choice and mathematics education, in Black, L., Mendick, H. & Solomon, Y. (eds) Mathematical relationships: identities and participation, Abingdon: Routledge. pp.71-82
9780415996846
http://hdl.handle.net/10547/227614
en
http://www.routledge.com/books/details/9780415996846/
oai:uobrep.openrepository.com:10547/2276152012-07-17T14:02:00Zcom_10547_131884col_10547_132182
Trends in widening participation in French Higher Education
Moreau, Marie-Pierre
University of Bedfordshire
Due for publication in September 2012
2012-06-06T09:52:07Z
2012-06-06T09:52:07Z
2012
Book chapter
Moreau, M.P. (2012) Trends in widening participation in French Higher Education, in Hinton-Smith, T. (eds) (2012) Issues in Higher Education widening participation: casting the net wide? London: Palgrave MacMillan
9780230300613
http://hdl.handle.net/10547/227615
en
Palgrave MacMillan
oai:uobrep.openrepository.com:10547/2276312012-07-24T09:17:16Zcom_10547_131884col_10547_132182
Women in science
Moreau, Marie-Pierre
University of Bedfordshire
2012-06-06T11:01:55Z
2012-06-06T11:01:55Z
2011
Book chapter
Moreau, M. P. (2011) Women in science, in Zeiss Stange, M., Oyster, C. K. & Sloan, J. E. (eds) (2011) The multimedia encyclopedia of women in today's world. Thousand Oaks, CA: Sage
9781412995962
http://hdl.handle.net/10547/227631
en
http://www.sagepub.com/books/Book235975
Sage
oai:uobrep.openrepository.com:10547/2276162012-06-07T10:38:50Zcom_10547_131884col_10547_132182
Women in education (Overview)
Moreau, Marie-Pierre
Mendick, Heather
University of Bedfordshire
2012-06-06T10:55:12Z
2012-06-06T10:55:12Z
2011
Book chapter
Moreau, M.P. & Mendick, H. (2011) Women in education (Overview), in Zeiss Stange, M., Oyster, C.K. & Sloan, J. E. (eds) (2008) The multimedia encyclopedia of women in today's world. Thousand Oaks, CA: Sage
9781412995962
http://hdl.handle.net/10547/227616
en
http://www.sagepub.com/books/Book235975
Sage
oai:uobrep.openrepository.com:10547/2276332012-07-24T09:16:19Zcom_10547_131884col_10547_132182
Women in astronomy
Moreau, Marie-Pierre
Malzac, J.
University of Bedfordshire
2012-06-06T11:10:47Z
2012-06-06T11:10:47Z
2011
Book chapter
Moreau, M. P. (2011) Women in astronomy, in Zeiss Stange, M., Oyster, C. K. & Sloan, J. E. (eds) (2011) The multimedia encyclopedia of women in today's world. Thousand Oaks, CA: Sage
9781412995962
http://hdl.handle.net/10547/227633
en
http://www.sagepub.com/books/Book235975
Sage
oai:uobrep.openrepository.com:10547/2276342012-07-23T12:18:46Zcom_10547_131884col_10547_132182
Constructions of mathematical masculinities in popular culture
Moreau, Marie-Pierre
Mendick, Heather
Epstein, Debbie
University of Bedfordshire
2012-06-06T11:29:59Z
2012-06-06T11:29:59Z
2009
Book chapter
Moreau, M. P., Mendick, H. & Epstein, D. (2009) Constructions of mathematical masculinities in popular culture, in Watson, E. (ed) (2009) Pimps, wimps, studs, thugs and gentlemen: essays on media images of masculinity. Jefferson: McFarland & Company
9780786443055
http://hdl.handle.net/10547/227634
en
McFarland & Company
oai:uobrep.openrepository.com:10547/2278092013-11-29T18:48:50Zcom_10547_131884col_10547_132182
When do adults entering higher education begin to identify themselves as students? the threshold-of-induction model
Blair, Erik
Cline, Tony
Wallis, Jill
University of Bedfordshire
adults
chain or response
higher education
student
university
2012-06-07T13:42:12Z
2012-06-07T13:42:12Z
2010
Article
Wallis, J., Blair, E. & Cline, T. (2010) 'When do adults entering higher education begin to identify themselves as students? The threshold-of-induction model', Studies in Continuing Education 32 (2) pp. 133-146
0158-037X
1470-126X
10.1080/0158037X.2010.488355
http://hdl.handle.net/10547/227809
Studies in Continuing Education
en
http://www.tandfonline.com/doi/abs/10.1080/0158037X.2010.488355
Archived with thanks to Studies in Continuing Education
oai:uobrep.openrepository.com:10547/2358132020-04-23T08:39:56Zcom_10547_131884col_10547_132197col_10547_132182
South African universities and human development: towards a theorisation and operationalisation of professional capabilities for poverty reduction
Walker, Melanie
McLean, Monica
Dison, Arona
Peppin-Vaughan, Rosie
university transformation
poverty reduction
professional education
capabilities
2012-07-25T20:49:30Z
2012-07-25T20:49:30Z
2009
Article
Walker, M., McLean, A., Dison, A. & Peppin-Vaughan, R. (2009) 'South African universities and human development: Towards a theorisation and operationalisation of professional capabilities for poverty reduction', International Journal of Educational Development, 29 (6) pp.565-572
07380593
10.1016/j.ijedudev.2009.03.002
http://hdl.handle.net/10547/235813
International Journal of Educational Development
en
http://linkinghub.elsevier.com/retrieve/pii/S0738059309000339
oai:uobrep.openrepository.com:10547/2382562017-03-21T12:10:28Zcom_10547_131884col_10547_132182
Co-interpretation of usage data: a mixed-methods approach to the evaluation of online environments
Procter, Richard
Carmichael, Patrick
Laterza, V.
2012-08-13T14:02:09Z
2012-08-13T14:02:09Z
2008
Article
Procter, R., Carmichael, P. & Laterza, V. (2008) 'Co-interpretation of usage data: a mixed-methods approach to the evaluation of online environments', International Journal of Multiple Research Methods 2(1) pp.44-56.
1834-0806
http://hdl.handle.net/10547/238256
International Journal of Multiple Research Approaches
en
http://pubs.e-contentmanagement.com/doi/abs/10.5172/mra.455.2.1.44
oai:uobrep.openrepository.com:10547/2382382020-04-23T08:39:57Zcom_10547_131884col_10547_132182
Research and teacher education in the UK: building capacity
Murray, Jean
Campbell, Anne
Hextall, Ian
Hulme, Moira
Jones, Marion
Mahony, Pat
Menter, Ian
Procter, Richard
Wall, Karl
research
research capacity
teacher education
2012-08-13T14:03:45Z
2012-08-13T14:03:45Z
2009
Article
Murray, J. et al (2009) 'Research and teacher education in the UK: Building capacity', Teaching and Teacher Education, 25 (7) pp.944-950.
0742051X
10.1016/j.tate.2009.01.011
http://hdl.handle.net/10547/238238
Teaching and Teacher Education
en
http://linkinghub.elsevier.com/retrieve/pii/S0742051X09000237
Archived with thanks to Teaching and Teacher Education
oai:uobrep.openrepository.com:10547/2382552012-09-11T16:26:38Zcom_10547_131884col_10547_132182
Mapping the field of teacher education research: methodology and issues in a research capacity building initiative in teacher education in the United Kingdom
Mahony, Pat
Hulme, Moira
Murray, Jean
Wall, Karl
Campbell, Anne
Hextall, Ian
Menter, Ian
Jones, Marion
Procter, Richard
teacher education
Teacher Education Group
teaching
education research
2012-08-13T14:01:54Z
2012-08-13T14:01:54Z
2008
Article
Murray, J. et al (2008) 'Mapping the Field of Teacher Education Research: methodology and issues in a research capacity building initiative in teacher education in the United Kingdom', European Educational Research Journal, 7(4) pp.459-474
1474-9041
10.2304/eerj.2008.7.4.459
http://hdl.handle.net/10547/238255
European Educational Research Journal
en
http://www.wwwords.co.uk/rss/abstract.asp?j=eerj&aid=3419&doi=1
Archived with thanks to European Educational Research Journal
oai:uobrep.openrepository.com:10547/2382372012-08-13T15:03:26Zcom_10547_131884col_10547_132182
The TEG bibliography: having knowledge and using it - next steps?
Wall, Karl
Campbell, Anne
Hextall, Ian
Hulme, Moira
Jones, Marion
Mahony, Pat
Menter, Ian
Murray, Jean
Procter, Richard
2012-08-13T14:03:25Z
2012-08-13T14:03:25Z
2009
Article
Wall, K. et al (2009) 'The TEG bibliography: having knowledge and using it - next steps?', Journal of Education for Teaching, 35 (4) pp.441-452
0260-7476
10.1080/02607470903220505
http://hdl.handle.net/10547/238237
Journal of Education for Teaching
en
http://www.tandfonline.com/doi/abs/10.1080/02607470903220505
Archived with thanks to Journal of Education for Teaching
oai:uobrep.openrepository.com:10547/2386432014-11-21T13:46:38Zcom_10547_131884col_10547_132182
Mapping the ripples: an evaluation of TLRP's research capacity building
Fowler, Zoe
Procter, Richard
Teaching and Learning Research Programme
research
2012-08-14T21:34:03Z
2012-08-14T21:34:03Z
2008
Other
Fowler, Z. and Procter, R. (2008) Mapping the ripples: An evaluation of TLRP's research capacity building, London: TLRP
http://hdl.handle.net/10547/238643
en
http://www.tlrp.org/mappingtheripples/
oai:uobrep.openrepository.com:10547/2961612019-09-23T09:34:11Zcom_10547_131884col_10547_132182
Minority ethnic pupils in mainly white schools
Cline, Tony
de Abreu, Guida
Fihosy, Cornelius
Gray, Hilary
Lambert, Hannah
Neale, Jo
Department for Education and Skills, Great Britain
2013-07-16T10:04:47Z
2013-07-16T10:04:47Z
2002-07
Book
Cline, T., de Abreu, G., Fihosy, C., Gray, H., Lambert, H., & Neale, J. (2002). Minority Ethnic Pupils in Mainly White Schools. London: Stationary Office
1841857769
http://hdl.handle.net/10547/296161
en
http://dera.ioe.ac.uk/4601/1/RR365.pdf
Stationery Office
oai:uobrep.openrepository.com:10547/5945732020-04-23T07:34:19Zcom_10547_131884col_10547_132182
Cases, simulacra, and Semantic Web technologies
Carmichael, Patrick
Tscholl, M.
Liverpool John Moores University
University of Cambridge
authentic learning
deleuze
higher education
semantic web
simulacra
‘Ensemble’ is an interdisciplinary research and development project exploring the potential role of emerging Semantic Web technologies in case-based learning across learning environments in higher education. Empirical findings have challenged the claim that cases ‘bring reality into the classroom’ and that this, in turn, might provide the basis for an understanding of the role of Semantic Web technologies in case-based learning environments. We describe how the work of authors including Baudrillard and Deleuze has provided an alternative framework for understanding the relationships between cases and the realities with which they are purportedly associated. We discuss how the idea of the ‘simulacrum’ has influenced our understanding of learning environments, has informed design and development practices, and has led to a shift in our understandings of the potential affordances of Semantic Web technologies in educational settings.
2016-01-22T12:32:07Z
2016-01-22T12:32:07Z
2013-02
Article
Carmichael, P., Tscholl, M. (2013) 'Cases, simulacra, and Semantic Web technologies' Journal of Computer Assisted Learning 29 (1):31
0266-4909
10.1111/j.1365-2729.2011.00459.x
http://hdl.handle.net/10547/594573
Journal of Computer Assisted Learning
en
http://doi.wiley.com/10.1111/j.1365-2729.2011.00459.x
http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2011.00459.x/full
Archived with thanks to Journal of Computer Assisted Learning
Wiley
oai:uobrep.openrepository.com:10547/5945952020-09-23T08:49:56Zcom_10547_131884col_10547_132182
Citizenship and democracy in further and adult education
Hopkins, Neil
This book addresses the questions why citizenship education is an important subject for students in further and adult education and why we need democratic colleges to support the study of citizenship education. It investigates the historical roots of further and adult education and identifies how the adoption of citizenship education in the post-compulsory sector can enrich vocational studies in further education and programmes in adult education.
2016-01-22T12:39:28Z
2016-01-22T12:39:28Z
2014
Book
Hopkins, N. (2014) 'Citizenship and democracy in further and adult education'. Springer.
9789400772298
10.1007/978-94-007-7229-8
http://hdl.handle.net/10547/594595
en
http://www.springer.com/cn/book/9789400772281
Springer
oai:uobrep.openrepository.com:10547/5945792020-04-23T07:37:03Zcom_10547_131884col_10547_132182
Research report on the role of special schools and classes in Ireland
Ware, Jean
Balfe, Tish
Butler, Cathal
Day, Thérèse
Dupont, Maeve
Harten, Catherine
Farrell, Ann-Marie
McDaid, Rory
O'Riordan, Margaret
Prunty, Anita
Travers, Joseph
St Patrick's College of Education
Ireland
special education
The National Council for Special Education has funded this research. Responsibility for the research (including any errors or omissions) remains with the authors. The views and opinions contained in this report are those of the authors and do not necessarily reflect the views or opinions of the Council.
This review of the role and operation of special schools and special classes was conducted in two phases. The first phase was commissioned by the special education section (SES) of the Department of Education and Science (DES) and the second by the National Council for Special Education (NCSE). Both studies were conducted by the special education department of St Patrick’s College in Drumcondra. The first phase, conducted between December 2005 and January 2007, was a questionnaire-based census of special schools and mainstream primary schools with special classes. Two types of information were sought: quantitative information on provision (for example, pupil and teacher number`s; availability of support services; curricular provision) and more qualitative information on the role of special schools and classes and links with mainstream. It was always intended that the results from this first phase would be built on via a more in-depth second phase commissioned by the NCSE. The aims of Phase One were to: reaffirm the status of special schools with regard to their position on the continuum of provision for children with special educational needs ; consult special schools about their vision for the future ; identify which pupils were being catered for in special schools and classes ; explore whether (or not) the pupil population of special schools was changing ; provide the basis for a more in-depth study by the NCSE. The second phase, conducted between November 2007 and November 2008, was designed to address three specific issues: (1) To review the role of special schools in the provision of education to pupils with SEN and in particular to examine ways in which special schools can act in a co-operative way with mainstream primary and post-primary schools to provide enhanced service to pupils with SEN and their parents. (2) To review the role of special classes in mainstream schools for pupils with SEN having particular regard to the principle of inclusive education as described in Section 2 of the Education for Persons with Special Educational Needs Act (2004). (3) To provide a review of international practice in the area of special education with a particular emphasis on the use of special schools and special classes. More specifically the study examined: the potential for special schools to offer expertise and services to mainstream primary and post-primary schools ; the issues related to dual enrolment ; whether special schools should cater for specified categories of special needs or a broader/full range of special needs and what implications changes in the spectrum of special needs over time has in this regard ; whether special schools should be used/developed as centres of excellence and if so, in what areas and how should they be used. This report incorporates information from both phases of the review in order to give as full a picture as possible within the constraints of time and budget.
2016-01-22T13:06:07Z
2016-01-22T13:06:07Z
2009
Technical Report
Ware, J. et al (2009) 'Research report on the role of special schools and classes in Ireland'. National Council for Special Education. NCSE research reports no. 4.
http://hdl.handle.net/10547/594579
en
http://ncse.ie/wp-content/uploads/2014/10/4_NCSE_SpecSchlsClas.pdf
National Council for Special Education
oai:uobrep.openrepository.com:10547/5945802020-04-23T07:33:26Zcom_10547_131884col_10547_132182
School leadership development in Commonwealth countries : learning across the boundaries
Moorosi, Pontso
Bush, Tony
University of Warwick
school leadership
Commonwealth countries
The field of educational leadership has received significant attention in the past decade due to a growing recognition of the role of effective leadership in improving schooling experience. The paper presents findings from a study exploring school leadership preparation and development in Commonwealth countries. Respondents from several countries that are members of the Commonwealth Council for Educational Administration Management (CCEAM) participated in the study that explored the nature of leadership development provision. Questionnaires and interviews were used to collect data. The findings suggest that there is a variety of leadership learning provision and that the content appears to have changed over the years. However, the degree to which this content is shaped by local contextual experiences is questionable. The paper argues that a meaningful model of crosscultural learning for leadership development is one that is informed by context specific experiences.
2016-01-22T13:14:19Z
2016-01-22T13:14:19Z
2011
Article
Moorosi, P. and Bush, T. (2011) 'School leadership development in Commonwealth countries : learning across the boundaries'. International Studies in Educational Administration, Vol.39 (No.3).
1324-1702
http://hdl.handle.net/10547/594580
International Studies in Educational Administration
en
http://wrap.warwick.ac.uk/39460/1/WRAP_Moorosi_PubDocView.pdf
Commonwealth Council for Educational Administration and Management
oai:uobrep.openrepository.com:10547/5945772020-04-23T07:33:26Zcom_10547_131884col_10547_132182
Mentoring for school leadership in South Africa: diversity, dissimilarity and disadvantage
Moorosi, Pontso
South Africa
mentoring
diversity
similarity
gender
race
school leadership
leadership
In South Africa, until recently, mentoring has not been formalized as part of school leadership induction programmes or of leadership professional development. However, the South African government identified mentoring as a distinctive aspect of its pilot leadership development programme for school principals. This programme signalled a shift from ad hoc and informal mentoring to building mentorship into school leadership development programmes. However, there is still no clear understanding about what constitutes effective mentoring models and the significance of similarity and diversity in a mentoring relationship. In this paper I draw from two dissimilar datasets to explore mentoring from an identity (gender and race) perspective. Using similarity-attraction theory, the paper highlights the complexity of mentoring models and suggests that higher levels of dissimilarity in a mentoring relationship may lead to disadvantage.
2016-01-22T12:47:41Z
2016-01-22T12:47:41Z
2012-07
Article
Moorosi, P. (2012) 'Mentoring for school leadership in South Africa: diversity, dissimilarity and disadvantage'. Professional Development in Education 38 (3):487
1941-5257
1941-5265
10.1080/19415257.2011.637430
http://hdl.handle.net/10547/594577
Professional Development in Education
en
http://www.tandfonline.com/doi/abs/10.1080/19415257.2011.637430
Archived with thanks to Professional Development in Education
Taylor & Francis
oai:uobrep.openrepository.com:10547/5945782020-04-23T07:33:26Zcom_10547_131884col_10547_132182
Networking for school leadership in South Africa: perceptions and realities
Kiggundu, Edith
Moorosi, Pontso
networking
school leadership
leadership development
South Africa
leadership
This article presents the findings from the evaluation of the pilot of a new entry qualification for school principals in South Africa. The programme, Advanced Certificate in Education (ACE) School Leadership, had networking as a distinctive feature, and this article examines candidates’ perceptions and experiences of networking as a leadership development process. The methodology combined the survey, interviews and observations. The findings revealed that the practice, development and sustainability of networks were complex; networking advanced shared learning and facilitated candidates’ programme completion while addressing school-based problems through site-based assessment. However, networks were noted to be patchy, with a few operating successfully, but most still requiring development.
2016-01-22T12:53:55Z
2016-01-22T12:53:55Z
2012-07
Article
Kiggundu, E., Moorosi, P. (2012) 'Networking for school leadership in South Africa: perceptions and realities'. School Leadership & Management 32 (3):215
1363-2434
1364-2626
10.1080/13632434.2012.688738
http://hdl.handle.net/10547/594578
School Leadership & Management
en
http://www.tandfonline.com/doi/abs/10.1080/13632434.2012.688738
Archived with thanks to School Leadership & Management
Taylor & Francis