Research
You will find a complete range of our monographs, muti-authored and edited works including peer-reviewed, original scholarly research across the social sciences and aligned disciplines. We publish long and short form research and you can browse the complete Bristol University Press and Policy Press archive.
Policy Press also publishes policy reviews and polemic work which aim to challenge policy and practice in certain fields. These books have a practitioner in mind and are practical, accessible in style, as well as being academically sound and referenced.
Books: Research
You are looking at 51 - 60 of 78 items for :
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What has been done to achieve fairer and more efficient education systems, and what more can be done in the future?
Stephen Gorard provides a comprehensive examination of crucial policy areas for education, such as differential outcomes, the poverty gradient, and the allocation of resources to education, to identify likely causes of educational disadvantage among students and lifelong learners. This analysis is supported by 20 years of extensive research, based in the home countries of the UK and on work in all EU28 countries, USA, Pakistan and Japan.
This approachable, rich text brings invaluable insights into the underlying problems within education policy, and proposes practical solutions for a brighter future.
Thousands of children from minority and disadvantaged groups will never cross the threshold of a classroom. What can human rights contribute to the struggle to ensure that every learner is able to access high quality education?
This brilliant interdisciplinary collection explores how a human rights perspective offers new insights and tools into the current obstacles to education. It examines the role of private actors, the need to hold states to account for the quality of education, how to strike a balance between religion, culture and education, the innovative responses needed to guarantee girls’ right to education and the role of courts.
This unique book draws together contributors who have been deeply involved in this field from both developing and developed countries which enriches the understanding and remedial approaches to tackle current obstacles to universal education.
The empirical focus of this book is on the twenty year struggle by parents and members of the Black community in Toronto to introduce an Africentric Alternative School (AAS) with Black-focused curricula.
It brings together a seemingly disparate series of events that emerged from equity and multicultural narratives about the establishment of the school – violence, anti-racism and race-based statistics, policy entrepreneurs, and the re-birth of alternative schools in Toronto - to illustrate how these events ostensibly functioned through neoliberal choice mechanisms and practices.
Gulson and Webb show how school choice can represent and manifest the hopes and fears, contestations and settlements of contemporary racial biopolitics of education in multicultural cities.
Social work education has developed internationally over the past 50 years as part of wider processes of economic and cultural globalization. Diverse political and social events across the world have shaped social work and its education, leading to aims and methods that are shared and contested.
This book brings together, through 13 interviews and biographies, the lives, experiences and contributions of leading social work educators from Comoros, the Caribbean, India, Mexico, Sweden, Switzerland, the United States and the United Kingdom. Their receipt of IASSW’s Katherine Kendall Award recognized that they were at the forefront of establishing and securing social work education during this period of internationalization.
Exploring the aims and priorities of these leading social work educators, Askeland and Payne draw out a historical and contextual account of how social work education became widely adopted in different national and cultural environments. The Awardees’ diverse lives and professional experiences reveal the issues they faced, the paths they travelled and the prospects and threats confronting social work and its education more widely.
Are you a practitioner, supervisor, practice educator, mentor or university tutor supporting students who are struggling on, or failing, their practice placement? Here is the practical guidance you need.
Jo Finch draws on both her own experience training Practice Educators, and international multi-disciplinary research and literature. Chapters examine the signs and symptoms of a struggling student, emotional impact and emotional processes of decision making, and strategies for working effectively with students and academic institutions. Reflective exercises enable you to bring these methods to your own practice.
The ideas here will further knowledge and engender confidence for any teachers, assessors and supervisors on courses with a practice learning component.
Just what is the role and impact of corporate elites in contemporary reforms of public sector universities and schools?
Providing fresh perspectives on matters of governance and vibrant case studies on the particular types of provision including curriculum, teaching and professional practices, Gunter, Hall and Apple bring together contributions from Argentina, Australia, England, Indonesia, Singapore and US to reveal how corporate elites are increasingly influencing public education policy, provision and service delivery locally, nationally and across the world.
Leading scholars, including Patricia Burch, Tanya Fitzgerald, Ken Saltman, and John Smyth scrutinise the impact elites are having on opportunity, access and outcomes through political and professional networks and organisations.
What opportunities do digital technologies present? How do developments in digital media support scholarship and teaching yet further social justice? Written by two experts in the field, this accessible book is the first to look at scholarly practice in the digital era and consider how it can connect academics, journalists and activists in ways that foster transformation on issues of social justice.
The terra firma of scholarly practice is changing. This book offers both a road map and a vision of what being a scholar can be when reimagined in the digital era to enliven the public good, as it discusses digital innovations in higher education as well as reflecting upon what these mean in an age of austerity. It is ideal for students and academics working in any field of humanities or social sciences with a social justice focus.
How do education systems shape educational inequalities and differences in educational outcomes? And how do advantages and disadvantages in educational attainment translate into privileges and shortcomings in labour market and general life chances? Education systems and inequalities compares different education systems and their impact on creating and sustaining social inequalities.
The book considers key questions such as how education systems impact educational inequalities along such variables as social origin, gender, ethnicity, migration background or ability and what social mechanisms are behind the links between education system and educational inequalities and provides vital evidence to inform debates in policy and reform.
With more than half the world’s population now living in urban areas, ‘fairness’ and ‘justice’ within the city are key concepts in contemporary political debate. This book examines the theory and practice of justice in and of the city through a multi-disciplinary collaboration, which draws on a wide range of expertise. By bringing diverse disciplinary and theoretical perspectives into conversation with each other to explore the (in) justices in urban environment, education, mobility and participation the book makes a significant contribution to our understanding of justice and fairness in and of the city. It will be a valuable resource for academic researchers and students across a range of disciplines including urban and environmental studies, geography, planning, education, ethics and politics.
While debates rage about educational inequality and the best way to tackle attainment gaps, a pervasive form of in-school segregation is going largely unremarked upon. Internal behaviour support units have become common fixtures in British schools. Young people may be removed from mainstream classrooms for weeks, months or even years to undergo rehabilitative programmes that incur little monitoring or oversight.
This original book is the first to provide a detailed insight into the politics and practices of internal school exclusion, highlighted through the experiences of the young people attending the units. Ambitious in its scope, it draws on intensive ethnographic research with pupils, their teachers and parents to address broad questions around social justice, equal opportunities and institutional racism. It will appeal to students, researchers and practitioners in education, social policy, sociology and beyond.
