Protecting the innocent: The need for ethical frameworks within mass educational innovation

Educational Research and Policy-Making: Exploring the Border Country Between Research and Policy

Volumn , Issue , 2007, Pages 144-174

  Oates, Tim ^a  

^a University of Cambridge Local Examinations Syndicate   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84911118896     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203939796     Document Type: Chapter

References (96)

1. Aldrich R. and White J. (1998) National Curriculum: beyond 2000 the QCA and the aims of education. Institute of Education, University of London.
2. Alexander RJ., Willcocks J. and Nelson N. (1996) Discourse, pedagogy and the National Curriculum. Research Papers in Education 11(1): 81-120.
3. ATL (2002) Work, work, work; students' perceptions of work/life balance under Curriculum 2000. London: Association of Teachers and Lecturers.
4. Ball SJ. (2001) "You've been NERFed!" Dumbing down the academy: National Education Research Forum: "a national strategy - consultation paper: a brief and bilious response". Journal of Education Policy 16(3): 265-271.
5. BBC (2001) New exams 'stress out' sixth formers BBC News 11 04 2001 British Broadcasting Corporation. Available at: http://news.bbc.co.uk/1/hi/education/1272225.stm
6. Biken SK. and Pollard D. (1993) Gender and education. Chicago: National Society for the Study of Education.
7. Bhaskar R. (1975) A realist theory of science. Brighton: Harvester.
8. Bhaskar R. (1979) The possibility of naturalism: a philosophical critique of the contemporary human sciences. New Jersey: Harvester.
9. Bonell C., Bennet R. and Oakley A. (2003) Sexual Halth Interventions should be subject to Experimental Evaluation. In Stephenson JM, Imrie J and Bonell C (eds.) Effective health interventions: issues in experimental evaluation. Oxford: Oxford University Press.
10. Boreham N. (2002) Work process knowledge. London: Routledge.
11. Bottley M. (2000) Education, policy and ethics. London: Continuum.
12. Chalmers I. (2005) If evidence-based policy works in practice, does it matter if it doesn't work in theory? Evidence and Policy 1(2): 227-242.
13. Chitty C. (1993) The National Curriculum: is it working? Harlow, Essex: Longman.
14. Colwill I. undated What has the national curriculum ever done for us? London: Qualifications and Curriculum Authority.
15. Cook TD. (2003) Why have educational evaluators chosen not to do randomized experiments? Annals of the American Academy of Political and Social Science 589: 114-149.
16. Crabtree J. (1959) The travel and diffusion of radioactive material emitted during the Windscale accident. Quarterly Journal of the Royal Meteorological Society 85: 362.
17. Davies HTO., Nutley SM. and Smith PC. (2000) What works? Evidence-based policy and practice in public services. Bristol: The Policy Press.
18. DfES (1999) http://www.standards.dfes.gov.uk/sie/eic/
19. DfES (2006) NLS intervention programme http://www.standards.dfes.gov.uk/primary/faqs/literacy/702497/?subject=S_899187
20. DfES and LSC (2004) 21st Century apprenticeships, end to end evaluation of the delivery of Modern Apprenticeship. Department for Education and Skills, Learning and Skills Council.
21. Dobson J. and Pooley C. (2004) Mobility, equality, diversity: a study of pupil mobility in the secondary school system. University College London.
22. Elliot J. (1999) Action research for educational change. Milton Keynes: Open University Press.
23. Elwood J. and Comber C. (1996) Gender differences in examinations at 18. Institute of Education, University of London.
24. Eraut M. (1994) Developing professional knowledge and competence. London: Falmer Press.
25. Evans K. and Bennett R. (1983) Innovation in continuing education and training in the United Kingdom: a report prepared for the European Centre for the Development of Vocational Training. University of Surrey Department of Educational Studies.
26. Ewans D. (2005) Moving home and changing school - widening the analysis of pupil mobility briefing. London: Greater London Authority.
27. Fischer M. (2004) European perspectives of workplace knowledge. Luxembourg: Office for Official Publications of the European Commission.
28. Fitzgibbon C. and Defty N. (2000) How effective are interventions designed to help underaspiring pupils? http://www.pipsproject.org/renderpage.asp?linkid=30325012
29. Fitzgibbon C. and Meagher N. (1995) Analysis of learning styles in GNVQs - ALIS data. London: National Council for Vocational Qualifications.
30. Friedson E. (1970) Profession of medicine: a study in the sociology of applied knowledge. New York City: Dodd Mead and Co.
31. Geber B. (1977) Paiget and knowing. London: Routledge and Kegan Paul.
32. Goldstein H. (1991) Better ways to compare schools? Journal of Educational Statistics 16(2): 89-91.
33. Goldstein H. and Blatchford P. (1998) Class size and educational achievement: a review of methodology with particular reference to study design. British Educational Research Journal 24(3): 255-268.
34. Goodhart C. (1984) Monetary theory and practice: the UK experience. London: Macmillan.
35. Graham D. and Tytler D. (1993) A lesson for us all: the making of the national curriculum. London: Routledge.
36. Guardian (2003) Government admits failure to pilot new A level 23 07 2003 http://education.guardian.co.uk/alevels2003/story/0, 1004337,00.html
37. Guardian (2004) The SATs story http://education.guardian.co.uk/sats/story/0, 1289880.html
38. Hammersley M. (1997) Educational research and teaching: a response to David Hargreaves' TTA lecture. British Educational Research Journal 23(2): 141-161.
39. Hammersley M. (2005) 'Countering the ''new orthodoxy'' in educational research: a response to Phil Hodkinson.' British Educational Research Journal 31(2): 139-155.
40. Higham J. and Yeomans D. (2005) Policy memory and policy amnesia in 14-19 education: learning from the past? Nuffield review of 14-19 education and training Nuffield.
41. Hillage J., Pearson R., Anderson A. and Tamkin P. (1998) Excellence in research on schools. Research Report RR74 Department for Education and Employment.
42. Hodgson A. and Spours K. (1997) Dearing and beyond. London: Kogan Page.
43. Hodgson A. and Spours K. (2004) 14-19 education and training in England: a historical and systems approach to policy analysis. Institute of Education, University of London.
44. Hodgson A., Spours K. and Waring M. (2005) Higher Education, Curriculum 2000 and the future reform of 14-19 qualifications in England. Oxford Review of Education 31(4): 475-495.
45. Hodkinson P. (2001) NERF strategy proposals: a major threat to academic freedom. Research Intelligence 74: 20-22.
46. Hodkinson P. (2004) Research as a form of work: expertise, community and methodological objectivity. British Educational Research Journal 30(1): 9-26.
47. Hyland T. (1994) Competence, education and NVQs dissenting perspectives. London: Cassell Education.
48. Kingdon M. and Stobart G. (1988) GCSE examined. London: Falmer Press.
49. Lather P. (2004) The disciplining of education: new languages of power and resistance. Stoke on Trent: Trentham Books, pp. 21-36.
50. Lawton D. (2006) Education and Labour Party ideologies. Abingdon: Routledge Falmer.
51. Lea R. (2002) Education and training - a business blueprint for reform. London: Institute of Directors.
52. Mayer R. (1977) The sequencing of instruction and the concept of assimilation to schemata instructional science. Springer 6: 369-388.
53. McCall WA. (1923) How to experiment in education. New York: Macmillan.
54. Merson M. (1992) The four stages of TVEI: a review of policy. British Journal of Education and Work 5(2): 5-18.
55. Miles MB. (1964) Innovation in education. Bureau of Publications Teachers College Columbia University.
56. National Research Council (2002) Scientific Research in Education. Committee on Scientific Principles for Education Research. Washington, DC: National Academy Press.
57. NCVQ (1995) GNVQ assessment review (Capey Report). London: National Council for Vocational Qualifications. NERF undated National Education Research Forum http://www.nerf_uk.org/bulletin/
58. Oakley A. (2000) Experiments in knowing gender and method in the social sciences. New York: The New Press.
59. Oakley A. (2006) Resistances to 'new' technologies of evaluation: education research in the UK as a case study. Evidence and Policy 2(1): 63-87.
60. Oates T. (2001) Data-sharing protocol for inter-agency Curriculum 2000 evaluation. London: Qualifications and Curriculum Authority.
61. Oates T. (2004) The role of outcomes-based national qualifications in the development of an effective vocational education and training (VET) system. The case of England and Wales Policy Futures in Education 2(1): 53-71.
62. Oates T. (2005) The role of outcomes-based national qualifications in the development of an effective vocational education and training system: the case of England and Wales. Policy Futures in Education, 2(1), 2004.
63. Oates T. and Hillier J. (1997) Both a cause and an effect - parity of esteem between academic and vocational qualifications. British Journal of Curriculum and Assessment 7(3): 40-44.
64. Osborn M., McNess E., Broadfoot P., Pollard A. and Triggs P. (2000) What teachers do: changing policy and practice in primary education. Findings from the PACE Project. London: Continuum.
65. Pawson R. and Tilley N. (1997) Realistic evaluation. London: Sage Publications.
66. Peters RS. (1970) Ethics and education. London: Allen and Unwin. QCA undated The story of GNVQs. Qualifications and Curriculum Authority http://www.qca.org/610_1807.html
67. QCA (2001) Curriculum 2000 review: QCA's report on phase 2. http://www.qca.org.uk/2586_1841.html
68. Rawling E. (1999) Geography in England 1988-98 - costs and benefits of national curriculum change. International Research in Geography and Environmental Education 8(3): 273-278.
69. Robinson P. (1997) The myth of parity of esteem: earnings and qualifications. Discussion paper no. 354. Centre for Economic Performance London School of Economics.
70. School Curriculum & Assessment Authority (SCAA) (1997). Looking at children's learning: Desirable outcomes for children's learning on entering compulsory education. London: Qualifications and Curriculam Authority.
71. Salter B. and Tapper S. (1981) Education, politics and the State: the theory and practice of educational change. London: Grant McIntyre.
72. Sammons P., Taggart B., Smees R., Sylva K., Melhuish E., Siraj-Blatchford I. and Elliot K. (2003) The early years transition and special needs project. (EYTSEN). London: Department for Education and Skills.
73. Sebba J. (2004) Developing evidence-informed policy and practice in education. In Thomas G and Pring R (eds.), Evidence-based practice in education. Maidenhead: Open University Press.
74. Sokal A. and Bricmont J. (1998) Intellectual impostures: postmodern philosophers' abuse of science. London: Profile Books.
75. Stanley G. (2005) Operational selection policy OSP31 Post 16 Education 1974-1988. Richmond: The National Archives.
76. Steedman H., Gospel H. and Ryan P. (1998) Apprenticeship a strategy for growth. Centre for Economic Performance. London: London School of Economics.
77. Stenhouse L. (1983) Authority, education and emancipation: a collection of papers. London: Heinemann Education.
78. Stenhouse L. (1985) Research as a basis for teaching: readings from the work of Lawrence Stenhouse. London: Heinemann Education.
79. Sylva K., Melhuish EC., Sammons P., Siraj-Blatchford I. and Taggart B. (2004) The effective provision of pre-school education (EPPE). Technical paper no. 12. The Final Report DfES. Institute of Education, University of London.
80. Tait T., Frankland G., Smith D. and Moore S. (2001) Curriculum 2000 1 Preparing for year 2 of the new advanced level general and vocational qualifications. London: Learning and Skills Development Agency.
81. Tapper T. and Salter B. (1978) Education and the political order: changing patterns of class control. London: Macmillan. TLRP undated Teaching and Learning Research Programme http://www.tlrp.org/
82. Tomlinson M. (2004) 14-19 Curriculum and Qualifications Reform. London: DfES.
83. Tooley J. and Darby D. (1998) Educational research: a critique - a survey of published education research. London: OFSTED.
84. UCAS/QCA (2003) UCAS/QCA report on Curriculum 2000. QCA http://www.qca.org.uk/7496.html
85. Unwin L. and Fuller A. (2003) Learning as apprentices in the contemporary UK workplace: creating and managing expansive and restrictive participation. SKOPE Research Paper, Universities of Oxford and Warwick.
86. White R. (1997) Curriculum innovation: a celebration of classroom practice. Buckingham: Open University Press.
87. Wiliam D. (2001) Level best? Levels of attainment in national curriculum assessment. London: Association of teachers and lecturers.
88. Walter GA. (1981) Experiential learning and change: theory, design and practice. New York: Wiley.
89. Whitebread D. (2003) Teaching and learning in the early years. London: Routledge Falmer.
90. Winch C. (2002) Work, well-being and vocational education. Journal of Applied Philosophy 19: 261-271.
91. Wolf A. (1993) Assessment issues and problems in a criterion-referenced system. London: Further Education Unit.
92. Wolf A. (1995) Competence-based assessment. Buckingham: Open University Press.
93. Wolf A. (1997) GNVQs 1993-1997 A national survey report. London: Further Education Development Agency.
94. Wolf A. (2002) Does Education Matter? Myths about education and economic growth. London: Penguin Press.
95. Worth K. (2001) Samuel Beckett's theatre. New York: Oxford University Press.
96. Yeomans D. (1996) Constructing vocational education from TVEI to GNVQ. Post 14 Research Group Research Paper, University of Leeds.