Recent Developments In England Research Articles

Educational Studies and Educational Practice: A Necessary Engagement

ABSTRACT This paper assesses prospects for the relationship between educational studies and educational practice, with reference to the current institutional and policy context in England. Drawing on the sociology of educational knowledge and practice, it is argued that educational studies can be conceptualised in contrasting ways, by considering internal structures, external relations and how disciplinary problematics are defined, but also by how educational practice is portrayed. To develop the analysis, Bernstein’s work on knowledge structures and academic and professional discourses is articulated with philosophical work that distinguishes between different conceptualisations of practice prevalent in the humanities and social sciences. This enables critical reflection on three arrangements of educational studies (the foundation disciplines, the new science, and the deliberative traditions) each with their own internal dynamic, socio-epistemic assumptions, relationship to policy, and implications for the future production of knowledge. This process of reflection is illustrated with reference to some recent developments in England that illuminate the current position of educational studies in relation to educational policy and practice.

Internal Investigations in Compliance Matters: What Role for Legal Professional Privilege in Europe?

Information is key to understanding possible wrongdoing in corporations. When allegations of wrongdoing occur, management often invites external counsel to conduct internal investigations because legal professional privilege is seen as crucial in protecting information. In the post-Brexit EU, the objective scope of such privilege is under debate while there is little alignment with developments in the UK. This paper will explore what the deepening divide in the understanding of legal professional privilege may mean. It proposes a policy model, summarizes recent developments in England and Germany and comes to some refined conclusions to serve a broader comparative analysis of internal investigations.

No longer a ‘collateral consequence’: Imprisonment and the reframing of citizenship

This article examines the impact of imprisonment on citizenship. It identifies how civil, political and social rights are circumscribed with a sentence of imprisonment, and scrutinizes to what extent citizenship is limited for prisoners. Drawing on recent developments in England and Wales, it contends that citizenship has been eroded, not as a ‘collateral consequence’ of imprisonment, but rather as a determined penal policy. The boundaries of punishment have become blurred, moving from criminal justice institutions, and extending towards what is termed civil and political penality. Finally, it argues that, because citizenship in prison is inevitably framed around the differences between freedom and captivity, prisoners respond to the constraints of imprisonment through alternative ways of expressing their citizenship.

Computing education in children's early years: A call for debate

AbstractInternational changes in policy and curricula (notably recent developments in England) have led to a focus on the role of computing education in the early years. As interest in the potential of computing education has increased, there has been a proliferation of programming tools designed for young children. While these changes are broadly to be welcomed, the pace of change has arguably led to more attention to the tools than to key questions about pedagogy. This paper proposes three areas of research (Logo; computational thinking; and teaching STEM subjects of science, technology, engineering and mathematics) that may inform computing education for young children and suggests that a greater focus on thinking skills and connections to manifestations of computers in the real world is needed. Above all, the paper calls for an informed debate about the trend towards introducing computing education to children in the early years.

Data and Inquiry Driving School Improvement: Recent Developments in England

In this paper we draw upon recent developments in England to show how school leaders are using evidence and data for the purposes of school improvement and teachers are becoming more «research engaged» or research orientated. Particular interest is given to how schools are attempting to close the gap between the performance of children from different socioeconomic backgrounds. A policy initiative – the Pupil Premium – has led to school leaders looking closely at a range of improvement and intervention strategies, their effectiveness and the impact they have, especially on poor pupils. We consider this and other related developments further, within an emerging self-improving system, and argue that school leaders are crucial for both data-driven improvement and for ensuring that school-based decision-making becomes evidence based or at least evidence informed. Research engagement does not just happen – it has to be led and managed. The vision is to change the culture of schooling so that practitioner inquiry and research engagement are important parts of teachers’ professional practice. Inquiry-based school systems have been found to be a hallmark of high performing countries (Mourshed et al., 2010) and school leaders are key to the success of this system and cultural change. The paper concludes by considering what factors are important for this change to be realised.

Educating for Democratic Citizenship in a Globalizing World: Some Recent Developments in England and China

This paper compares the development of education for democratic citizenship in two apparently diverse nations - China and England - at different moments in their social and economic histories, but both in the process of ‘re-identifying’ themselves globally. It is suggested that, for all their differences, there is sufficient in common between the two nations in terms of how democratic citizenship is perceived and of what might constitute an appropriate education for democratic citizenship for useful inter-national dialogues and exchanges to be initiated between scholars and practitioners in the two countries. The longer experience of a formal citizenship education curriculum in England, including its strengths and weaknesses, are likely to be of help to Chinese scholars, teachers and policymakers in this area, especially given the current piecemeal nature of the design and implementation of citizenship programmes in China; while the ‘fresher’ approach to developing citizenship education programmes by enthusiastic scholars, teachers and policymakers in China is likely to throw fresh light on how citizenship is understood and ‘taught’ in England.

Youth Justice and Education: A Typology of Educational Approaches to the Resocialisation of Young Offenders in Spain

The Young Offenders Act that entered Spanish law in 2000 represents a significant attempt to place personalised educational programmes for young people with social/criminal problems at the centre of policy and practice. This paper examines the teams and educational programmes designed to manage and implement the goal of ‘re-socialisation’ enshrined in the Act. This paper focuses on an analytical typology of the educational styles used at young offenders institutions in Spain. The analysis highlights the differences between styles in relation to the key underlying objectives of social reorientation and citizen empowerment. The wide range of models experimented with in different Spanish regions has great relevance to youth justice systems in other countries. For example, the typology we put forward has concrete implications for recent developments in England, in the light of moves towards establishing a national network of “Secure Colleges” for convicted young people.

Intercultural perspectives on formal and informal Music learning

This paper reviews some of the changes and developments that have occurred in music education over the last decade, following Hargreaves and North’s (2001) international review. I describe some recent developments in England, in which change has been very rapid, and in which education has had a high political profile, and then consider the three main issues which emerged from our international review, namely curriculum issues; the aims and objectives of music education; and the relationship between music in and out of school. I go on to describe two theoretical models which were developed as a result of my work with the Qualifications and Curriculum Authority (QCA) in England: these are models of the different opportunities in music education, and of its intended outcomes. The first of these reveals the importance of the differences between formal and informal music learning, both of which can take place inside as well as outside schools. I conclude by reflecting on the power and ubiquity of music in young people’s everyday lives, which mean that music education policy should reflect and capitalize upon this power.

Psychiatric remuneration systems in Europe: an overview

SummaryNew forms of psychiatric remuneration linked to levels of activity undoubtedly will have an increasing role to play in mental health systems right across Europe. Potentially they can be more efficient and promote choice, but valid concerns have been raised about their impact on the sustainability and nature of psychiatric care. This article looks in particular at recent developments in England and the Netherlands and reflects on how remuneration mechanisms may need to develop further both to improve efficiency and quality within the context of an ever more fragmented and multi-sectoral mental health system. Any introduction of activity- based reimbursement should be introduced gradually. This should be accompanied by investment in adequate information systems to help better understand service utilisation patterns, transitional funding safeguards to reduce the risk of financial instability and incentives/ contractual measures to ensure that services strive to offer services of the highest possible quality that meet the needs of service users.

The Voice of the Child in Family Mediation: Norway and England

AbstractIn the context of the growing use of mediation in many countries to resolve parental disputes in separation and divorce, this article considers the implications of mediation practice for the rights of the child and, in particular, the tension between Article 3 and Article 12. In order to highlight the potential influence of the UNCRC in ensuring that children's article 12 rights are not compromised by the practice of mediation, which revolves around adults and parental decision-making, recent developments in England and Norway are compared in order to consider the impact of Norway's recent incorporation of the UNCRC into its domestic law.

On Necessity as a Defence to Crime: Possibilities, Problems and the Limits of Justification and Excuse

The article reviews recent developments in England in the law of necessity as a defence to crime and calls for its further extension. It argues that the defence of necessity presents the criminal law with difficult questions of competing values and the ordering of harms. English law has taken a nuanced position on the respective roles of the courts and the legislature in the ordering of harms, although the development of the law has been pragmatic rather than coherently theorised. The law has granted necessity some scope as an exculpatory principle in the law of general defences, but it has also respected the primacy of the legislature as the legitimate arbiter of many of the competitions of value that necessity throws up. The recognition of necessity has not been in the form of a single unified defence of that name. Rather it has taken the form of a number of defences, based on a principle of necessity, but with different nomenclature and different rationales. This approach to necessity is defended as right in terms of principle and policy. Any further development of necessity as a general defence should be restricted to two contexts, namely those of emergencies, and of conflicts of duty, where a danger of death or serious injury is present.

Race equality, human rights and mental health legislation: Recent developments in England and Wales

<p>England now has revised mental health legislation following the passage of a mental health Bill through both Houses of Parliament following protracted discussions over seven years. The Mental Health Bill 2006, amending the Mental Health Act 1983, eventually received Royal Assent on 19 July 2007. There is much that could be said about the new Act, which makes a number of important changes to the present legislation. These changes include a new single definition of mental disorder; the abolition of the so-called ‘treatability test’; and the extension of compulsion into the community through a supervised community treatment order.</p>

New literacies and old pedagogies: recontextualizing rules and practices

Despite a growing awareness of the implications of the changing nature of literacy due to the impact of technological innovations, literacy pedagogies in educational institutions across the world continue to be predicated on a performative model, in which emphasis is placed on transmitting narrow concepts of literacy that privilege the alphabetic principle. However, an examination of recent developments in England indicate that there is, increasingly, a disconcerting relationship between new literacy practices as experienced by children and young people outside of schools and the development of literacy curricula and pedagogy by policy‐makers. This paper draws on Bernstein's (2000) conceptualization of the ‘recontextualizing field’ in order to explore how national literacy policy in England is selectively appropriating aspects of new literacy practices and reformulating them in ways which dissipate their potential for innovation and transformation. Berstein's ‘Official Recontextualizing Field’ (ORF) and ‘Pedagogic Recontextualizing Field’ (PRF) in which these developments are taking place are analysed in order to determine how the out‐of‐school discourses of children and young people are being ideologically transformed as they start to inform national policy. Instead, it is suggested that account needs to be taken of the way in which children and young people are engaged in innovative literacy practices, drawing from current uses of social software on ‘Web 2.0’ as an illustrative example. In taking account of these developments, schools can adopt ‘productive pedagogies’ (Lingard, B., Ladwig, J., Luke, A., Mills, M., Hayes, D. & Gore, J. (2001) The Queensland school reform longitudinal study, Vols 1 and 2 (Brisbane, Education Queensland)) in order to ensure that all pupils become successful literacy learners.

Opportunities for Prevention: More than ‘Just the Mouth’

This paper has been written by two dentists from Colombia who are currently waiting to take the International Qualifying Examination. They have been working as dental nurses in London and have gained insights into both NHS and non-NHS practice in London. They have a particular interest in preventive dentistry and have analysed recent developments in England with regard to the prevention of disease and oral disease in primary care. They propose a preventive approach which brings together recent policy developments in the United Kingdom and worldwide. They conclude that there are now potentially better opportunities than ever before to develop programmes to promote health and prevent oral disease, and to adopt a team approach to achieve these goals.

The Evolution of the Extra-Territorial Mareva Injunction in Canada: Three Issues

This article addresses three issues related to the expansion of the jurisdiction to grant Mareva injunctions in Canada. The first issue is the approach taken to Mareva injunctions sought in the absence of substantive proceedings. We argue that Canadian courts have adopted a position that unduly limits their ability to grant stand-alone Mareva relief, subjecting themselves to an illogical limitation. The second issue is the court’s jurisdiction to restrain the conduct of third parties holding a defendant’s assets. We argue that, contrary to recent developments in England, a better balance can be struck between binding third parties and respecting jurisdictional boundaries. The third issue is the territorial scope of freezing orders. We argue that for courts to issue Mareva orders restraining asset removal from Canada but otherwise permitting the free movement of assets within the country would better accord with the jurisprudence and the realities of Canadian federalism.

Constitutional Challenges, Risk-based Analysis, and Criminal History Databases: More Demands on the U.S. Sentencing Commission

Criminal history has traditionally been a component of any sentence determination. In guideline systems, it has become one of the two axes that determine an offender’s sentence. This FSR Issue focuses largely on the important role criminal history plays in the federal Guidelines, though it also provides an update on recent developments in England. The Contributors to this Issue discuss a host of empirical and legal questions, the resolution of many of which require crucial value judgments and call for a more focused re-thinking of the justifications underlying the federal Guideline structure. This Issue continues FSR’s ongoing coverage of the criminal history category, a topic we have taken up in two other recent Issues. 1 The impetus for this Issue were two recent Sentencing Commission studies on criminal history. One, entitled Measuring Recidivism: The Criminal History Computation of the Federal Sentencing Guidelines examines the predictive statistical power of Chapter Four, as it is currently written. Linda Drazga Maxfield, a senior research associate with the Commission, presents a synopsis of this report in this Issue. The second study focuses on Recidivism and the “First Offender.” It analyzes recidivism rates among federal offenders with little or no criminal history prior to the federal offense at issue. 2 Former Commissioner O’Neill includes some of the major findings of this study in his article in this Issue.

Impact of Criminal History on Sentencing: Recent Developments in England and Wales

Research Article| February 01 2005 Impact of Criminal History on Sentencing: Recent Developments in England and Wales JULIAN V. ROBERTS JULIAN V. ROBERTS Centre for Criminology, University of Oxford Search for other works by this author on: This Site PubMed Google Scholar Federal Sentencing Reporter (2005) 17 (3): 171–174. https://doi.org/10.1525/fsr.2005.17.3.171 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation JULIAN V. ROBERTS; Impact of Criminal History on Sentencing: Recent Developments in England and Wales. Federal Sentencing Reporter 1 February 2005; 17 (3): 171–174. doi: https://doi.org/10.1525/fsr.2005.17.3.171 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentFederal Sentencing Reporter Search This content is only available via PDF. ©© 2005 Vera Institute of Justice. All rights reserved.2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Hidden Targets, Hidden Harms: Community Safety and Sexual Minority Communities

This paper focuses on the social and political climate in which the emphasis on concepts such as community safety, community cohesion and social exclusion is currently being expanded, in order to accommodate to the recent developments in England and Wales in which hate crimes, whether racially motivated or a result of homophobia, are increasingly being taken seriously by local authorities and police forces in England and Wales. It is within this context that social detachment, non-participation in 'civic culture', and a lack of confidence in government and in the police are seen as being social problems that must be resolved through confidence-building, consultation and encouraging participation, especially in relation to minority communities. The main focus of the paper is devoted to exploring the special place of hate crime in the expanding conceptual landscape of the 'community safety' ethos following the Crime and Disorder Act 1998, with particular attention being paid to homophobic and transphobic incidents.

Scholarship, Research and the Evidential Basis of Policy Development in Education

The starting point for this paper is the ongoing debate about the relation between research and policy in education. Recent developments in England and Scotland are reviewed in the context of political and academic arguments about the nature and function of research activity. The defensiveness of the research community in the face of professional and political attacks is examined critically. A case study of the Higher Still programme is used to illustrate the complexity of the relationships between evidence, ideology, values and professional practice. It is argued that the research community needs to become more politically sophisticated and to advance a clearer vision of its social function in advanced democratic societies if its potential contribution to educational development is to be realised. The dangers of a retreat to a narrow empirical role are highlighted.

The Value Of A Community-Based Identity For Criminal Justice Services

Mairi Brackenridge discusses Scotland's Criminal Justice Social Work Services in the context of recent developments in England and Wales. She opposes the notion of 'punishment' as a defining feature of Probation work and concludes that the notion of a service located in the community should continue to have primacy in any system.