The Experts below are selected from a list of 17967 Experts worldwide ranked by ideXlab platform
Ron Thompson - One of the best experts on this subject based on the ideXlab platform.
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Social mobility and post-Compulsory Education: revisiting Boudon’s model of social opportunity
British Journal of Sociology of Education, 2013Co-Authors: Ron Thompson, Robin SimmonsAbstract:This paper uses Raymond Boudon’s model of Educational expansion to examine the relationship between Education and social mobility, paying particular attention to post-Compulsory Education – an important site of social differentiation in England. The paper shows how Boudon focuses explicitly on the consequences of Educational expansion, and argues that his work helps us understand why widening access to post-Compulsory Education does not necessarily lead to higher rates of social mobility. We investigate Boudon’s key theoretical insights and assess the contemporary relevance of his model. The paper argues that the fundamental assumptions of Boudon’s model not only remain valid, but have been intensified by systemic changes in English post-Compulsory Education, and its articulation with the labour market.
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social mobility and post Compulsory Education revisiting boudon s model of social opportunity
British Journal of Sociology of Education, 2013Co-Authors: Ron Thompson, Robin SimmonsAbstract:This paper uses Raymond Boudon’s model of Educational expansion to examine the relationship between Education and social mobility, paying particular attention to post-Compulsory Education – an important site of social differentiation in England. The paper shows how Boudon focuses explicitly on the consequences of Educational expansion, and argues that his work helps us understand why widening access to post-Compulsory Education does not necessarily lead to higher rates of social mobility. We investigate Boudon’s key theoretical insights and assess the contemporary relevance of his model. The paper argues that the fundamental assumptions of Boudon’s model not only remain valid, but have been intensified by systemic changes in English post-Compulsory Education, and its articulation with the labour market.
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teacher educators in post Compulsory Education gender discourse and power
Journal of Vocational Education & Training, 2007Co-Authors: Robin Simmons, Ron ThompsonAbstract:Recent research on post‐Compulsory teacher educators in England suggests that there is a high degree of feminisation of this workforce, particularly where further and higher Education partnerships are concerned. This process of feminisation has taken place against a background in which English post‐Compulsory Education has increasingly been brought under state control and direction, with profound consequences for those engaged in the professional development of teachers in the sector. Although teacher Education is also highly feminised in other sectors and in many countries, the recent history of post‐Compulsory Education in England has a number of characteristics that have strongly influenced the gender distribution of its teacher educators. This article examines the locus of power driving the gendered division of labour in post‐Compulsory teacher Education and attempts to account for it by means of the intersection of structuralist and poststructuralist perspectives. It is argued that the trends taking ...
Robin Simmons - One of the best experts on this subject based on the ideXlab platform.
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Social mobility and post-Compulsory Education: revisiting Boudon’s model of social opportunity
British Journal of Sociology of Education, 2013Co-Authors: Ron Thompson, Robin SimmonsAbstract:This paper uses Raymond Boudon’s model of Educational expansion to examine the relationship between Education and social mobility, paying particular attention to post-Compulsory Education – an important site of social differentiation in England. The paper shows how Boudon focuses explicitly on the consequences of Educational expansion, and argues that his work helps us understand why widening access to post-Compulsory Education does not necessarily lead to higher rates of social mobility. We investigate Boudon’s key theoretical insights and assess the contemporary relevance of his model. The paper argues that the fundamental assumptions of Boudon’s model not only remain valid, but have been intensified by systemic changes in English post-Compulsory Education, and its articulation with the labour market.
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social mobility and post Compulsory Education revisiting boudon s model of social opportunity
British Journal of Sociology of Education, 2013Co-Authors: Ron Thompson, Robin SimmonsAbstract:This paper uses Raymond Boudon’s model of Educational expansion to examine the relationship between Education and social mobility, paying particular attention to post-Compulsory Education – an important site of social differentiation in England. The paper shows how Boudon focuses explicitly on the consequences of Educational expansion, and argues that his work helps us understand why widening access to post-Compulsory Education does not necessarily lead to higher rates of social mobility. We investigate Boudon’s key theoretical insights and assess the contemporary relevance of his model. The paper argues that the fundamental assumptions of Boudon’s model not only remain valid, but have been intensified by systemic changes in English post-Compulsory Education, and its articulation with the labour market.
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teacher educators in post Compulsory Education gender discourse and power
Journal of Vocational Education & Training, 2007Co-Authors: Robin Simmons, Ron ThompsonAbstract:Recent research on post‐Compulsory teacher educators in England suggests that there is a high degree of feminisation of this workforce, particularly where further and higher Education partnerships are concerned. This process of feminisation has taken place against a background in which English post‐Compulsory Education has increasingly been brought under state control and direction, with profound consequences for those engaged in the professional development of teachers in the sector. Although teacher Education is also highly feminised in other sectors and in many countries, the recent history of post‐Compulsory Education in England has a number of characteristics that have strongly influenced the gender distribution of its teacher educators. This article examines the locus of power driving the gendered division of labour in post‐Compulsory teacher Education and attempts to account for it by means of the intersection of structuralist and poststructuralist perspectives. It is argued that the trends taking ...
Lisa Davies - One of the best experts on this subject based on the ideXlab platform.
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Making Learning Happen: A Guide for Post-Compulsory Education [Book Review]
Australian Journal of Adult Learning, 2011Co-Authors: Lisa DaviesAbstract:The review and analysis of the book 'Making learning happen: A guide for post-Compulsory Education' by Phil Race is discussed. The book takes an applied approach and the material covered in each chapter is highlighted. Review(s) of: Making Learning Happen: A Guide for Post-Compulsory Education, by Phil Race, London: Sage Publications Ltd., 2010 (2nd Edition), ISBN: 978-1-84920-114-8 9 (pbk), 250 pp. RRP A$68.00.
Katharina Burger - One of the best experts on this subject based on the ideXlab platform.
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Making Learning Happen A Guide For Post Compulsory Education
2020Co-Authors: Katharina BurgerAbstract:Thank you for downloading making learning happen a guide for post Compulsory Education. As you may know, people have look numerous times for their favorite books like this making learning happen a guide for post Compulsory Education, but end up in infectious downloads. Rather than reading a good book with a cup of coffee in the afternoon, instead they juggled with some malicious bugs inside their laptop.
Steven Mcintosh - One of the best experts on this subject based on the ideXlab platform.
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Selection and performance in post-Compulsory Education
2019Co-Authors: Uzma Ahmad, Steven Mcintosh, Gurleen PopliAbstract:This paper investigates the determinants of participation and performance in post-Compulsory Education, controlling for the selection into post-Compulsory Education and prior attainment, using a unique primary dataset on pupils studying in the post-Compulsory grade in 2011-2012 from one district of the Punjab province of Pakistan. The main findings of the paper show that participation and performance in post-Compulsory Education are two different processes, with participation being driven by availability of post-Compulsory institutions within travel distance, while performance, once in post-Compulsory Education, is determined by ability. The results further highlight that distance reduces participation most for those living in rural areas.
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the impact of distance to nearest Education institution on the post Compulsory Education participation decision
Urban Studies, 2013Co-Authors: Andrew Dickerson, Steven McintoshAbstract:This paper uses data sources from England with the unique capacity to measure distances between home addresses and Education institutions, to investigate, for the first time, the effect that such distance has on an individual’s post-Compulsory Education participation decision. The results show that there is a small overall effect. However, when attention is focused on young people who are on the margin of participating in post-Compulsory Education (according to their prior attainment and family background) and when post-Compulsory Education is distinguished by whether it leads to academic or vocational qualifications, then greater distance to nearest Education institution is seen to have a significant impact on the decision to continue in full–time post-Compulsory Education.