Memorandum opinion and judgment in the Circuit Court of Cole County, Missouri, Committee for Education Equality, et al., v State of Missouri, et al., Defendants No. CV190-1371CC and Lee;s Summit School District R-VII, et al., Plaintiffs, v. State of Missouri, et al., Defendants, No. CV190-510CC

Claremont School District v. Governo

Utopia revisited - or is it better the second time around?

This article essays comparisons between nineteenth- and twentieth-century school management and its direction and control by central government. Its starting point is 1816 when Jeremy Bentham presented his utopian vision of a model school, to be managed by a school master exhibiting competences detailed in his Chrestomathic Table. This has similarities to the headteachers’ competences required in the late twentieth century by the government through the Teacher Training Agency. The article presents several areas for comparisons in addition to competences: definitions of effective management, governance and local community influence and the focus on quality assurance. Both periods have seen major changes in educational management and administration but will the lessons learnt from these innovations when first introduced in the nineteenth century be transferred to the late twentieth century

Gifted and talented education: The English policy highway at a crossroads?

Copyright © 2013 by Sage Publications. This is the author's accepted manuscript. The final published article is available from the link below.In 1999, the British government launched an education program for gifted and talented pupils as part of its Excellence in Cities initiative (EiC) that was initially designed to raise the educational achievement of very able pupils in state-maintained secondary schools in inner-city areas. Although some activities targeting gifted children had already been initiated by various voluntary organizations over several previous decades, this was the first time that the topic of improved provision for these pupils had been placed firmly within the national agenda. This article provides the background to the English gifted and talented policy “highway” and an overview of what was expected of schools. How practitioners responded to the policy, their beliefs and attitudes toward identifying gifted and talented pupils, and the opportunities and challenges that arose along the way to the current crossroads are explored. The need to empower teachers to feel more confident in classroom provisions for gifted and talented pupils is identified along with the potentially pivotal role of action research and “pupil voice” in the process of continued professional development and support

Report to the Council on Academic Affairs on the Status of the General Education Curriculum

This document contains the "Report to the Council on Academic Affairs on the Status of the General Education Curriculum" as dated December 31, 2008

Academic preparation for professional accounting careers

https://egrove.olemiss.edu/aicpa_comm/1073/thumbnail.jp

Report of the Committee on Education and Experience Requirements for CPAS, March 1969

https://egrove.olemiss.edu/aicpa_comm/1438/thumbnail.jp

Reflections on the implementation of the Gifted and Talented policy in England, 1999–2011

This paper, as part of an on-going study looking at the impact of gifted and talented policies on an inner-city school, explores the role of the local authority in implementing the various gifted and talented initiatives since 1999, when local authority gifted and talented co-ordinators were first appointed under the Excellence in Cities (DfEE, 1999) programme

Plans that work: improving employment outcomes for young people with learning disabilities

This article offers a critical reflection on the function of education, health and care plans (EHCPs) in pathways to employment for disabled young people. We consider ‘the education plan’ as an artefact of special educational needs systems. We problematise the often taken‐for‐granted assumption that such plans are always and only a ‘good’ thing in the lives of disabled young people seeking pathways to employment. At the same time, we consider the rise in demand for plans that are understood by many as a crucial mechanism for achieving support. Following the recent policy reforms in England, we describe a context in which the funding of education is shrinking and in which the promise of employment for disabled young people has yet to be delivered. We conclude by proposing some changes to policy and practice to enhance employment opportunities for disabled young people

Supporting early career researchers in Higher Education in Europe: The role of employers and trade unions

This report summarises the findings from a six country study (Cyprus, Finland, Germany, Italy, Romania and the United Kingdom)of the issues confronting early career researchers and how these can be improved through social partnership between higher education employers and trade unions. The project was funded by the European Commission Industrial Relations and Social Dialogue fund. Based on the research and the input of employer and union representatives, the UCEA researchers drafted recommendations for supporting ECRs in higher education in Europe, with a particular focus on employability, gender equality and mobility. The manner in which the recommendations for improvement are applicable in each Member State will however vary, considering the wide variation in higher education systems and the complexity of research and higher education policy and practice across Member States. The recommendations may be relevant at national, regional and institutional level depending on the Member State. European policy and action will also benefit from the consideration of these recommendations