Constructing Parental Involvement in an Education Action Zone: Whose need is it meeting?

Brain, Kevin; Reid, I. D.

doi:10.1080/03055690303282

Cited by 26 publications

(8 citation statements)

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“…As a result, they are able to secure what they need for their children and themselves. This finding is similar to that discussed by Barge and Loges (2003) and Brain and Reid (2003) with regard to parents from backgrounds which are different from that of the school's staff.…”

Section: Resultssupporting

confidence: 87%

Mothers’ and Fathers’ disparate experiences in Francophone Schools: The connection between language, social capital and power in accessing ‘inclusive’ spaces for their children

Georgio¹

2016

Jahrbuch Frauen- Und Geschlechterforschung in Der Erziehungswissenschaft: Das Geschlecht Der Inklusion

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Section: Resultssupporting

confidence: 87%

Mothers’ and Fathers’ disparate experiences in Francophone Schools: The connection between language, social capital and power in accessing ‘inclusive’ spaces for their children

Georgio¹

2016

Jahrbuch Frauen- Und Geschlechterforschung in Der Erziehungswissenschaft: Das Geschlecht Der Inklusion

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“…This acted as a kind of super-governing-body with limited powers over member schools and responsible for drawing up an action plan to be approved by the Secretary of State for Education to raise educational standards in the zone. After disappointing results, funding for new EAZs was dropped after three years with all EAZs coming to a stop at the end of their five year contracts (Brain & Reid, 2003;Power et al, 2004).…”

Section: Survey Data Analysed Bymentioning

confidence: 99%

‘Closing the Achievement Gap’ in English Cities and Towns in the Twenty-First Century

Whitty

Anders

2017

Second International Handbook of Urban Education

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A key focus in English work on 'narrowing the gap' in recent years has been persistent 'social class' differences in educational achievement. The policy response to these issues has frequently been targeted at schools (or groups of schools) in urban areas, given the generally higher levels of disadvantage in these locations. It is important to address the academic attainment gap in schools in that student performance during the compulsory phase of education has significant implications for access to higher education and the labour market. In this chapter we explore a number of these policies, the particular challenges about urban education they sought to address, and their successes and failures. There is a particular focus on the much-lauded 'London Challenge', held up as a flagship policy for driving improvements in urban areas. While there is some evidence of change as a result of this multi-faceted approach to education reform, it seems that at least some of the improvements being driven by other changes going on in London at the time, such as significant demographic shifts. We conclude that while there have been some notable policy successes, a stubborn achievement gap remains, particularly at the higher end of the attainment distribution and question the extent to which schools alone, rather than society more broadly, can be expected to close these gaps.

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“…Parental involvement is seen as a mechanism for simultaneously raising standards, developing new partnerships between schools and parents in the local community and promoting social inclusion. Brain and Reid (2003) reviewed the implementation of parental involvement in an EAZ that had the development of the interface between school, parents and the local community as one of the core goals. Its Director was 'convinced that the parental involvement programme would radically alter the interface between schools and their communities' (p. 294).…”

Section: Education Action Zones and Parental Involvementmentioning

confidence: 99%

Teachers as mediators between educational policy and practice

Brain

Reid

Boyes

2006

Educational Studies

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Teachers obviously serve as the medium for causing the result of policy as they carry it into schools and classrooms and deliver it to pupils. They mediate between education policy and practice. Knowledge of the exact nature and effects of this vital role is limited. Drawing on a range of research and evaluation of both national and local policy in practice, carried out by the authors in England, this paper illustrates how teachers mediate policy and the resulting outcomes. Further, it proposes a typology of teacher adaptation to education policy. The paper argues that as yet the appropriate professional role for teachers within policy-making and implementation has not been achieved, and outlines what this might be. Finally, it outlines some implications for teacher education.

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Constructing Parental Involvement in an Education Action Zone: Whose need is it meeting?

Cited by 26 publications

References 0 publications

Mothers’ and Fathers’ disparate experiences in Francophone Schools: The connection between language, social capital and power in accessing ‘inclusive’ spaces for their children

Mothers’ and Fathers’ disparate experiences in Francophone Schools: The connection between language, social capital and power in accessing ‘inclusive’ spaces for their children

‘Closing the Achievement Gap’ in English Cities and Towns in the Twenty-First Century

Teachers as mediators between educational policy and practice

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