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Now showing results 1-6 of 6.
1. Modelling Trajectories through the Educational System in North West England (EJ816573)
Author(s):
Penn, Roger; Berridge, Damon
Source:
Education Economics, v16 n4 p411-431 Dec 2008
Pub Date:
2008-12-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Foreign Countries; Young Adults; Educational Attainment; Influences; Models; Secondary Education; Exit Examinations; Scores; Gender Differences; Age Differences; Ethnic Groups; Social Class; Educational Environment
Abstract: The main aim of this paper is to identify those school-level and locality-level factors that significantly affect each of the three stages in a young adult's educational trajectory in North West England: GCSE results, track taken at age 16 and "A"-level scores. By applying three-level models to data collected as part of the EFFNATIS project, we find no evidence of any locality-level effects. Overall, none of the explanatory variables conventionally considered to affect educational attainment had a consistent effect across "all" three stages. Rather, each explanatory variable had a contingent effect at specific points within the overall trajectory of educational outcomes. (Contains 7 tables and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Attempted and Completed Incidents of Stranger-Perpetrated Child Sexual Abuse and Abduction (EJ797435)
Gallagher, Bernard; Bradford, Michael; Pease, Ken
Child Abuse & Neglect: The International Journal, v32 n5 p517-528 May 2008
2008-05-00
Descriptors: Sexual Abuse; Child Abuse; Foreign Countries; Incidence; Questionnaires; Victims of Crime; Children; Adolescents; Child Welfare; Gender Differences; Emotional Response; Self Disclosure (Individuals)
Abstract: Objective: To establish the prevalence, typology and nature of attempted or completed incidents of stranger-perpetrated sexual abuse or abduction of children "away from home". Methods: A questionnaire was completed by 2,420 children (83% response rate) aged 9-16 years in 26 elementary and high schools in North-West England. Results: Of these children, 19.0% (n = 461) reported that they had been the victims of "any" attempted or completed sexual abuse or abduction incident away from home at some point in their lives. Of these children, 161 (6.7% of the original sample) reported that the "last" incident had been perpetrated by a "stranger". Based upon these last incidents, four main types of attempted or completed CSA or abduction incident were identified: indecent exposure (40.8% of victims), touching (25.8%), and abduction (23.1%), each occurring on their own; and incidents involving multiple types of act (10.2%). The majority of these abductions (91.1%) and touching incidents (50.9%) were attempted as opposed to completed. Rates of victimization were generally higher among girls than boys (10.4% vs. 4.2%, p less than 0.001). A sizeable minority of victims had experienced sexual abuse or abduction previously (28.8%). The large majority of incidents were carried out by males (88.2%). Most incidents occurred when children were accompanied by their peers (67.9%). Many victims were frightened by their experience (46.9% "very frightened") and the large majority made a disclosure (79.9%). Only a minority of incidents were reported to the police (33.3%). Conclusions: Incidents of attempted and completed stranger CSA and abduction are distinct from CSA and abduction by known persons, go against stereotypes, are complex, and give rise to a number of key issues that may have implications for prevention and intervention. Practice implications: Professionals involved in child protection should undertake work to reduce the risk of existing victims of CSA or abduction becoming victims of "stranger" CSA or abduction, and the risk of attempted incidents becoming completed ones. They also need to encourage the disclosure and reporting of attempted and completed stranger CSA and abduction incidents. (Contains 1 figure and 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. "Make Me Normal": The Views and Experiences of Pupils on the Autistic Spectrum in Mainstream Secondary Schools (EJ782106)
Humphrey, Neil; Lewis, Sarah
Autism: The International Journal of Research and Practice, v12 n1 p23-46 2008
2008-00-00
Descriptors: Secondary School Students; Pervasive Developmental Disorders; Student Experience; Mainstreaming; Inclusive Schools; Asperger Syndrome; Diaries; Educational Experience; Students; Foreign Countries; Interviews; Phenomenology; Normalization (Disabilities); Student Attitudes
Abstract: Facilitating the learning and participation of pupils with Asperger syndrome and high-functioning autism (herein referred to as AS) in mainstream schools is complex and poorly understood. We report on a small-scale qualitative study of the views and experiences of 20 such pupils drawn from four secondary schools in north-west England. Data were collected through semi-structured interviews and pupil diaries. Interpretive phenomenological analysis was used to explore how pupils with AS make sense of their educational experiences. The central theme was how participants constructed their understanding of what their AS meant to them. This was often characterized by negative perceptions of their differences, such as being "retarded" or having a "bad brain". The links between this understanding and reported difficulties with peers and teachers, the desire to "fit in", and other themes are discussed. The implications of these findings for policy and practice in this area are also presented. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. What Employers Want and What Employers Do: Cumbrian Employers' Recruitment, Assessment and Provision of Education/Learning Opportunities for Their Young Workers (EJ680951)
Canny, Angela
Journal of Education and Work, v17 n4 p495-513 Dec 2004
2004-12-01
Journal Articles; Numerical/Quantitative Data; Reports - Evaluative
Descriptors: Foreign Countries; Employment Opportunities; Social Networks; Males; Manufacturing; Labor Market; Educational Opportunities; Education Work Relationship; Rural Areas; Employer Attitudes
Abstract: This article is based upon research which examined the youth labour market in Cumbria, a predominantly rural labour market located in north-west England. It argues that individual and structural considerations must be extended to incorporate employer behaviour and attitudes towards young men and women. Employers' assessment of young people's skills; their willingness to consider both young males and females for jobs; and the extent to which they are prepared through education/training to address skill gaps and/or enhance career opportunities, can have significant implications for young people's labour market opportunities. While these issues affect all young people, those living in restricted rural labour markets can face particular difficulties. Those who have poor social networks are at risk of marginalisation and/or exclusion because rural employers rely almost exclusively upon local labour that is recruited through a mix of local formal and informal networks. Therefore young people's ability and/or willingness to seek opportunities outside their local area is an important consideration. While employed young people are concentrated in relatively low-skilled jobs, the extent to which they have access to formal career and education/training opportunities is dependent upon the size and profile of local employers. There are also significant inter-county differences in the type of employment opportunities available to young people. Young people in west Cumbria, especially males, are reliant upon a declining manufacturing sector. Movement into service sector employment is likely to prove difficult because of the type of skills being demanded by employers. The findings suggest that young males knowledge and understanding of labour market change are issues that may need attention. However, there may be a reluctance and/or bias on the part of some local employers to recruit young men because they are not considered to have the requisite skills. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. The Irish Language in Britain: A Case Study of North West England. (EJ561198)
Craith, Mairead Nic; Leyland, Janet
Language, Culture and Curriculum, v10 n3 p171-85 1997
1997-00-00
N/A
Descriptors: Case Studies; Diachronic Linguistics; Foreign Countries; Heritage Education; Immigrants; Irish; Second Language Learning; Uncommonly Taught Languages
Abstract: Sketches presence of Irish language in Britain in nineteenth and twentieth centuries. First, reviews emigration of Irish-speakers from Ireland in nineteenth century. Attention focuses on problems encountered by speakers of Irish in England in last century. Offers a profile of number of people who learn Irish in evening classes in North West of England, and outlines views of vitality of Irish in Britain. (Author/JL) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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6. Achieving Growth. Stimulating the Demand for Continuing Professional Development among Young Professionals in North West England. A Development Project. (ED389894)
Geale, John
1995-04-00
Reports - Research
Descriptors: Adult Education; Career Development; College Programs; Conferences; Curriculum Development; Education Work Relationship; Educational Demand; Foreign Countries; Individual Development; Information Networks; Marketing; Models; Motivation Techniques; Participation; Professional Continuing Education; Professional Development; Program Development
Abstract: A project was conducted to develop mechanisms for stimulating demand for continuing professional development (CPD) among young professionals in North West England. A mixed sample of 154 young professionals were surveyed; they engaged in a range of development activities, including 20 regional seminars that were attended by 65 of those who completed questionnaires. During the project, participants both reported on the circumstances dictating their level of CPD and undertook activities to increase the extent of their CPD. Related programs on career development planning, preparation for CPD, CPD accreditation frameworks, networking, and partnerships were introduced into the curriculum at Lancaster University (England). Among the project's outcomes were materials on motivations for engaging in CPD and ways of encouraging or inhibiting them. The materials were developed by the young professionals and presented at a national conference held in Ambleside, England. A career development model was proposed that combines elements of individual responsibility with strategic planning. Actions that the following stakeholders in CPD should take to stimulate demand for CPD were identified: individual young professionals, employers, professional bodies, higher education, and government. (Appended are the following: lists of project steering committee members/staff and stakeholders involved in the project; reports on two surveys; and glossary.) (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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