Resistance to change: a study of influences affecting the curriculum in selected Clarendon schools in the mid-Victorian period

This thesis is concerned with an examination of the influences which affected the curricula of certain Clarendon schools during the mid-Victorian period. The emphasis initially is on the development of the schools and the Christian classical tradition of education up to the time of the Clarendon Commission. The evidence of the Commission is examined in some detail with the object of determining the extent to which modern subjects had gained a place in the curriculum. The conclusion of this part of the thesis is that despite individual differences the schools generally failed to modernise their curricula to any appreciable extent and several factors are considered in an attempt to account for this. The decision-making processes within the schools are examined in conjunction with the backgrounds and attitudes of the decision makers. In addition an attempt is made to assess the nature and extent of the influence exerted on the schools by the ancient universities and by the Established Church. A later chapter concentrates on the new proprietary schools and the differences between their curricula and those of the Clarendon schools. Educational demands made by parents are also considered, as well as those made by the old and new professions favoured as future careers by public school boys. The final chapters of the thesis examine the curriculum changes which took place after the Clarendon Commission until the end of the century and attempt to assess the importance of the factors promoting curriculum change and those which inhibited it

Parent and Teacher Understandings of the Needs of Autistic Children and the Processes of Communication between the Home and School Contexts

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Anger without a voice, anger without a solution: Parent–child triadic processes and the experience of caring for a child with a diagnosis of autism

The paper offers an exploration of triadic attachment dynamics in families with a child with a diagnosis of autism. The Meaning of the Child (MotC) framework was employed as part of a multiple case study design with 18 parents (9 couples) in order to examine their representation of parenting and relationship with their child. The MotC analysis employed concepts of parental sensitivity, mentalisation and reflective functioning, and a triadic, analysis was added to consider the family relational processes. The findings indicate that the parents were significantly influenced by the use of a dominant ‘autism discourse’. ‘Autism’ in their child presented a severe challenge for them and could foster a sense of disempowerment and emotional withdrawal. Locating the difficulties as reflecting ‘autism’ could also serve to detour conflicts between the parents, and in the parents themselves, trapping the family in unresolved anger or fear that could neither be named nor its impact addressed. Autism discourse tended to rob the actions of family members of interpersonal meaning, rendering conflict fixed and unalterable and requiring them to mask the deep feelings inherent in these relational ruptures. The analysis included an exploration of the parents’ own childhood attachment histories which revealed that the parents were also driven by corrective scripts in wishing to form better relationships with their child than had been their own childhood experiences of parenting. A sense of failure to achieve these added to their sense of disappointment and frustration, but also indicated potential avenues for positive changes and growth. </jats:p

Rating based Risk Management Systems for early recognition of supplier insolvencies

Diese Arbeit befasst sich mit Bewertung von Lieferanten hinsichtlich ihres Insolvenzrisikos. Sie sucht dabei nach Möglichkeiten einer ratingbasierenden Lieferantenbeurteilung und einer geeigneten Klassifizierung zur Risikobewältigung. Dabei werden im ersten Schritt bestehende Modelle bewertet, um danachaus den vorhandenen Methoden ein Risikomanagementsystem zusammenzustellen. Abschließend werden Ansätze zur Integration erörtert und ein einfacher Kosten-Nutzen-Vergleich aufgestellt

Influences, Views and Practices Associated with Life Skills Education for Children with Autism in Two Cities in Turkey and England

This study explored influences, views and practices associated with life skills education for children with autism within schools in two cities in England and in Turkey of similar socio-economic status and size. Data was collected via interviews with staff and observations in mainstream and special schools. Life skills were taught to children with autism in both cities. Schools in both cities taught basic and complex everyday skills, associated with psychosocial abilities, and enhancement of positive behaviour. The teaching of life skills was influenced by cultural and religious views and availability of resources resulting in differing models. In the Turkish Schools development of life skills relied more heavily on situational learning within the community as a bridge to parental engagement, whereas the English schools were more likely to use an adapted experiential model within the school campus with support from parents in transferring skills at home. © 2020 Informa UK Limited, trading as Taylor & Francis Group