DOCSLIB.ORG

The Academies Programme

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Academies Programme THE STATE AND EDUCATION POLICY Also available from Continuum The Great City Academy Fraud, Francis Beckett Education Policy Unravelled, Dean Garratt and Derek Kassem Education, Policy and Social Justice, James Avis The State and Education Policy The Academies Programme Edited by Helen M. Gunter Continuum International Publishing Group The Tower Building 80 Maiden Lane 11 York Road Suite 704 London New York SE1 7NX NY 10038 www.continuumbooks.com © Helen Gunter and Contributors 2011 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without prior permission in writing from the publishers. Helen Gunter has asserted her right under the Copyright, Designs and Patents Act, 1988, to be identifi ed as Author of this work. British Library Cataloguing- in-Publication Data A catalogue record for this book is available from the British Library. ISBN: 978- 1-4411-4311-2 (hardcover) Library of Congress Cataloging- in-Publication Data The state and education policy: the academies programme/edited by Helen M. Gunter. p. cm. Includes bibliographical references. ISBN 978- 1-4411-4311-2 (hardcover) 1. Education and state—England. 2. Educational evaluation—England. 3. Educational accountability—England. 4. Educational change—England. I. Gunter, Helen. II. Title. LC93.G7S69 2011 379.41—dc22 2010020578 Typeset by Pindar NZ, Auckland, New Zealand Printed and bound in Great Britain by the MPG Books Group Contents Acknowledgements vii Illustrations viii Abbreviations x Contributors xiii Preface xx Francis Beckett Introduction: Contested Educational Reform 1 Helen M. Gunter 1 Academies and the Law 19 David Wolfe 2 Local Government against Local Democracy: A Case Study of a Bid for Building Schools for the Future Funding for an Academy 39 Richard Hatcher 3 The Birth of Norwich’s First School Academy: A Case Study 52 John Elliott 4 Academy Consultation Meetings: Local Discourse on a National Policy 66 Kirsten Purcell 5 Academies in the Public Interest: A Contradiction in Terms? 79 Harriet Rowley and Alan Dyson 6 From Reality to Vision: The ‘Birth’ of The Petchey Academy in Hackney 92 David Daniels vi Contents 7 What Works? An Empirical Assessment of Strengths, Weaknesses and Next Steps for the Academies Initiative 105 Judy Larsen, Valerie Bunting and David Armstrong 8 Are Academies Working? 120 Stephen Gorard 9 ‘Rapidly Improving Results’: Penetrating the Hype of Policy-Based Evidence 133 Terry Wrigley 10 Academies, Policy Networks and Governance 146 Stephen J. Ball 11 Joining Up the Dots: Academies and System Coherence 159 Ron Glatter 12 The New Enterprise Logic of the Academy Programme 171 Brian J. Caldwell 13 International Perspectives on Academies: Lessons Learned from Charter Schools and Choice Options around the Globe 185 Ellen Goldring and Madeline Mavrogordato 14 Academies and the Myth of Evidence- Based Policy: Limits and Possibilities 199 Denis Gleeson Conclusion: Public Education and Academies 212 Helen M. Gunter Appendix 1: Open and Planned Academies ( January 2010) 234 Appendix 2: The Academy Programme Process 269 References 272 Index 293 Acknowledgements I would like to thank the British Educational Leadership Management and Administration Society, particularly Dr Linda Hammersley- Fletcher, and the British Academy, who funded the seminar at the in June 2008 that led to this book. I would like to thank seminar participants for a very stimulating and interesting day. I would like to give acknowledgement to Professor Stephen Ball, who gave permission to include an edited version of Gorard, S. (2009), ‘What are academies the answer to?’ Journal of Education Policy, 24, (1), 101–13 as Chapter 8 in this collection. I would like to thank colleagues at Continuum for their support, particu- larly Alison Baker, the commissioning editor. As a change of government took place in May 2010 I would like to thank the publishers for allowing me to write a Coda regarding policy developments. I would like to thank Professor Tanya Fitzgerald for reading parts of the book and for her feedback. Most importantly for her friendship and col- laborative scholarship. Finally, I completed editing the major part of the text while working and visiting with Professor John Smyth, University of Ballarat, Australia, in February 2010, and I would like to thank him for his feedback, enthusiasm and intellectual companionship. I dedicate this book to all who believe in and value the importance of a vibrant and inclusive public domain. Illustrations Figures 0.1 Major changes to the Academies Programme 5 5.1 Weston Academy theory of change diagram 85 7.1 Average annual percentage point (pp) change in pupils achieving Level 2 (attainment at grades A*–C) at GCSE 109 7.2 Change in percentage of pupils in Phase 4 academies achieving Key Stage 3, Level 5 (i.e. the level of achievement expected of most pupils at end of Key Stage 3): 2005–7 110 10.1 A heterarchy 150 Tables 0.1 2000 launch of city academies 4 0.2 Types of academies 6 7.1 Sample of 27 academies: year of opening 106 7.2 Contextual variables for case studies 111 7.3 Pupil performance in academies 1 and 2 – Key Stage 4, 2002–6 (fi ve or more GCSEs A*–C) 112 8.1 Selected examination results, all schools in England, 2005/06 122 8.2 FSM percentages for 2002 cohort of academies, 1997–2007 123 8.3 Level 2 percentages for 2002 cohort of academies, 1997–2007 123 8.4 Level 2 percentages, including English and maths, for 2002 cohort of academies, 2003–7 124 8.5 FSM percentages for 2003 cohort of academies, 2004–7 124 8.6 Level 2 percentages for 2003 cohort of academies, 2000–7 125 8.7 Level 2 percentages, including English and maths, for 2003 cohort of academies, 2004–7 125 8.8 FSM percentages for 2004 cohort of academies, 2005–7 126 8.9 Level 2 percentages for 2004 cohort of academies, 2000–7 126 8.10 Level 2 percentages, including English and maths, for 2004 cohort of academies, 2005–7 127 Illustrations ix 8.11 FSM percentages for 2005 cohort of academies, 2005–7 127 8.12 Level 2 percentages for 2005 cohort of academies, 2001–7 128 8.13 Level 2 percentages, including English and maths, for 2005 cohort of academies, 2006–7 129 8.14 FSM percentages for 2006 cohort of academies, 2005–7 129 8.15 Level 2 percentages for 2006 cohort of academies, 2002–7 130 9.1 Analysis of GCSE results 137 9.2 Attainment gains adjusted for national gains and school population change 143 11.1 Average class size: lower secondary education (adapted from OECD, 2008, table D2.1) 161 11.2 Four models of governance and their centres of gravity (adapted from Glatter, 2002, p. 229) 164 Abbreviations AAA Anti Academies Alliance ARK Absolute Return for Kids ASBM Advanced School Business Managers ATL Association of Teachers and Lecturers BITC Business in the Community BME Black and minority ethnic BSF Building Schools for the Future BTEC Business and Technology Education Council CEA Cambridge Education Associates CMO Charter Management Organization CTC City Technology College DCLG Department for Communities and Local Government DCSF Department for Children, Schools and Families DETR Department for the Environment, Transport and the Regions DfEE Department for Education and Employment DfES Department for Education and Skills EAL English as an additional language ECAC Every Child a Chance ECC Every Child Counts ECM Every Child Matters EMO Education Management Organization EOI Expression of Interest FMiS Financial Management in Schools programme FOIA Freedom of Information Act FSM Free school meals GCSE General Certifi cate of Secondary Education GMS Grant- Maintained Status GNVQ General National Vocational Qualifi cation HMC Headmasters’ and Headmistresses’ Conference HOTS Hands Off Tamworth Schools HE Higher Education ICT Information and communication technology Abbreviations xi KIPP Knowledge is Power Program LA Local Authority LEA Local Education Authority LMS Local Management of Schools MP Member of Parliament NAEP National Assessment of Educational Progress NAGM National Association of Governors and Managers NAHT National Association of Headteachers NAO National Audit Offi ce NASUWT National Association of Schoolmasters Union of Women Teachers NCLB No Child Left Behind NCSL National College for School Leadership (from 2009, the National College for Leadership of Schools and Children’s Services) NEET Not in employment, education or training NFER National Foundation for Educational Research NGC National Governors’ Council NGO Non- Governmental Organization NLE National Leaders of Education programme NPD National Pupil Database NUT National Union of Teachers NRT National Remodelling Team OECD Organisation for Economic Co- operation and Development OfSTED Offi ce for Standards in Education PEF Private Equity Foundation PFI Private Finance Initiative PISA Programme for International Student Assessment PLASC Pupil Level Annual Schools Census PwC PricewaterhouseCoopers QCA Qualifi cations and Curriculum Authority RE Religious education SBD School business directors SCC Staffordshire County Council SEN Special educational needs SENCO Special educational needs co- ordinator SHA Secondary Heads Association SSAT Specialist Schools and Academies Trust SSFA School Standards and Framework Act xii Abbreviations SSP Specialist Schools Programme STRB School Teachers’ Review Body SATs Standard Attainment Tests TIMSS Trends in International Mathematics and Science Study TUPE The Transfer of Undertakings (Protection of Employment) Regulations YPLA Young People’s Learning Agency Contributors David Armstrong, PhD, is an Associate Partner at PricewaterhouseCoopers (PwC). Since joining PwC in 1998, David has led a wide range of national research and evaluation assignments on behalf of the Department for Children, Schools and Families (DCSF) and other government depart- ments and agencies. For example, David led PwC’s independent review of school leadership, published by DCSF in January 2007, and he is currently fi nalizing PwC’s ongoing longitudinal evaluation of academies, again on behalf of DCSF.
Load more

Recommended publications
  • Schools Forum Commercial Services Directorate Schools Finance Team Level 13, Civic Centre West Street, Oldham OL1 1XJ Tel: 0161 770 4058 Fax: 0161 770 4077
    To Members of the Schools Forum Commercial Services Directorate Schools Finance Team Level 13, Civic Centre West Street, Oldham OL1 1XJ Tel: 0161 770 4058 Fax: 0161 770 4077 Dear Colleague Re: SCHOOLS FORUM Please find attached the agenda and papers for the next meeting of the Schools Forum, to be held at 5.30pm on Wednesday 28 November 2018 in Crompton Suite, Civic Centre, Oldham. Tea and Coffee will be available. On arrival can colleagues report to Rochdale Road reception where there will be someone available to show you to the meeting venue. Car parking passes will be available as usual from Rochdale Road reception. If you are unable to attend this meeting could you please send your apologies to Vicky Gibbons 0161 770 1104 or email to [email protected] Yours sincerely Samantha Smith Senior Finance Manager Commercial Services SCHOOLS FORUM Wednesday 28th November 2018 5.30pm Crompton Suite Approx duration Officer Papers 1 Welcome and Apologies Apologies/Declarations of Interest Chair - 2 Minutes and Matters Arising Minutes of meeting held on 11th September 5 mins Chair Attached 2018 3 2018/19 DSG update and 2019/20 estimate 15 mins Liz Caygill Attached 4 High Needs Places 2019/20 5 mins Liz Caygill Attached 5 2019/20 Schools Funding and response to the 40 mins Liz Caygill Attached consultation 6 Forward Plan 5 mins Liz Caygill Attached 7 Any other Business Any other business – Must be notified to Liz Caygill @ [email protected] or on telephone 0161 770 1012 24 hours before the meeting Dates of next meeting: 17th January
    [Show full text]
  • Oldham School Nursing Clinical Manager Kay Thomas Based At
    Oldham School Nursing Clinical Manager Kay Thomas based at Stockbrook Children’s Centre In the grounds of St Luke’s CofE Primary School Albion Street Chadderton Oldham OL9 9HT 0161 470 4304 School Nursing Team Leader Suzanne Ferguson based at Medlock Vale Children’s Centre The Honeywell Centre Hadfield Street Hathershaw Oldham, OL8 3BP 0161 470 4230 Email: [email protected] Below is a list of schools with the location and telephone number of your child’s School Nurse School – East Oldham / Saddleworth and Lees Beever Primary East / Saddleworth and Lees School Clarksfield Primary Nursing team Christ Church CofE (Denshaw) Primary Based at; Delph Primary Diggle School Beever Children's Centre Friezland Primary In the grounds of Beever Primary Glodwick Infants School Greenacres Primary Moorby St Greenfield Primary Oldham, OL1 3QU Greenhill Academy Harmony Trust Hey with Zion VC Primary T: 0161 470 4324 Hodge Clough Primary Holy Cross CofE Primary Holy Trinity CofE (Dobcross) School Horton Mill Community Primary Knowsley Junior School Littlemoor Primary Mayfield Primary Roundthorn Primary Academy Saddleworth School St Agnes CofE Primary St Anne’s RC (Greenacres) Primary St Anne’s CofE (Lydgate) Primary St Chads Academy St Edward’s RC Primary St Mary’s CofE Primary St Theresa’s RC Primary St Thomas’s CofE Primary (Leesfield) St Thomas’s CofE Primary (Moorside) Springhead Infants Willow Park The Blue Coat CofE Secondary School Waterhead Academy Woodlands Primary Oldham 6th form college Kingsland
    [Show full text]
  • The Communist Party of Great Britain Since 1920 Also by David Renton
    The Communist Party of Great Britain since 1920 Also by David Renton RED SHIRTS AND BLACK: Fascism and Anti-Fascism in Oxford in the ‘Thirties FASCISM: Theory and Practice FASCISM, ANTI-FASCISM AND BRITAIN IN THE 1940s THE TWENTIETH CENTURY: A Century of Wars and Revolutions? (with Keith Flett) SOCIALISM IN LIVERPOOL: Episodes in a History of Working-Class Struggle THIS ROUGH GAME: Fascism and Anti-Fascism in European History MARX ON GLOBALISATION CLASSICAL MARXISM: Socialist Theory and the Second International The Communist Party of Great Britain since 1920 James Eaden and David Renton © James Eaden and David Renton 2002 Softcover reprint of the hardcover 1st edition 2002 978-0-333-94968-9 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2002 by PALGRAVE Houndmills, Basingstoke, Hampshire RG21 6XS and 175 Fifth Avenue, New York, N. Y. 10010 Companies and representatives throughout the world PALGRAVE is the new global academic imprint of St.
    [Show full text]
  • City of Stoke-On-Trent Playing Pitch and Outdoor Sport Needs Assessment
    City of Stoke-on-Trent Playing Pitch and Outdoor Sport Needs Assessment Final Report May 2017 Neil Allen Associates Registered Office: 20 Brook Road, Lymm, Cheshire, WA13 9AH A limited company, registered in England and Wales no. 616528 Contents Section 1: Introduction and Context 1 Section 2: Strategic Context and Vision 8 Section 3: Football 14 Section 4: Rugby 63 Section 5: Cricket 79 Section 6: Hockey 106 Section 7: Tennis 122 Section 8: Bowls 132 Separate Appendices Appendix 1: Football pitch assessment summary Appendix 2: Grass football pitches and teams Appendix 3: Balance of football teams not assigned to grass pitches Appendix 4: Assessment of football pitch capacity 1: Introduction and Context Introduction 1.1 In June 2015, Stoke-on-Trent City Council commissioned naa to produce a combined Built Facilities Strategy (BFS) and Playing Pitch Strategy (PPS). The combined strategies provide an updated evidence base to support the delivery of sport and physical activity across the City. The strategies update the Playing Pitch Strategy and Facility Strategy (2009). 1.2 These documents together, developed using the up-to-date Sport England methodologies, provide the council and its partners with a robust evidence base and set of strategic priorities to direct future sports planning policy and funding. These strategies will underpin the delivery of the Councils new Physical Activity and Sport Strategy “Active Together” (2016) and the Council’s aspirations for the European City of Sport 2016. 1.3 The achievement of European City of Sport status supports the City Council’s priorities by: Helping to raise the profile of the City and wider county/surrounding areas on a national and international stage.
    [Show full text]
  • 2008 Year 11 School Leavers Going Into Higher Education in 2010
    Tracking Progression: 2008 Year 11 school leavers going into Higher Education in 2010 Staffordshire & Stoke-on-Trent March 2011 Introduction Analysis of entry to Higher Education (HE) by Local Authority, district and mainstream, maintained high school This report shows the proportion of all 2008 Year 11 high school students who went on to enter Higher Education (HE) at age 18 in 2010 (i.e. after two years of further education). Figures include those who have an unconditional place offer and are taking a 'gap year'. This study includes those who have entered HE from both the school and college sectors. The report sub-divides the Year 11 cohort into quintiles based on where they live. So Quintile 1 represents those areas in the County/City that are among the 20% most deprived in the country and identifies how many learners in the cohort come from this quintile, and how many of those subsequently applied to higher education. Quintile 5 represents those from areas in the 20% least deprived in the country. The deprivation of an area is based on the Index of Multiple Deprivation (IMD) which is described below (see*). To provide some comparison year on year, data for 2008 entry to HE has been included in the analysis. * The Index of Multiple Deprivation 2007 (IMD 2007) is based on the small area of geography known as Lower Super Output Areas (LSOAs). LSOAs have a population between 1,000 and 3,000 people, with an average of 1,500 people. In most cases, these are smaller than wards, thus allowing the identification of small pockets of deprivation.
    [Show full text]
  • A Socialist Schism
    A Socialist Schism: British socialists' reaction to the downfall of Milošević by Andrew Michael William Cragg Submitted to Central European University Department of History In partial fulfilment of the requirements for the degree of Master of Arts Supervisor: Professor Marsha Siefert Second Reader: Professor Vladimir Petrović CEU eTD Collection Budapest, Hungary 2017 Copyright notice Copyright in the text of this thesis rests with the Author. Copies by any process, either in full or part, may be made only in accordance with the instructions given by the Author and lodged in the Central European Library. Details may be obtained from the librarian. This page must form a part of any such copies made. Further copies made in accordance with such instructions may not be made without the written permission of the Author. CEU eTD Collection i Abstract This work charts the contemporary history of the socialist press in Britain, investigating its coverage of world events in the aftermath of the fall of state socialism. In order to do this, two case studies are considered: firstly, the seventy-eight day NATO bombing campaign over the Federal Republic of Yugoslavia in 1999, and secondly, the overthrow of Slobodan Milošević in October of 2000. The British socialist press analysis is focused on the Morning Star, the only English-language socialist daily newspaper in the world, and the multiple publications affiliated to minor British socialist parties such as the Socialist Workers’ Party and the Communist Party of Great Britain (Provisional Central Committee). The thesis outlines a broad history of the British socialist movement and its media, before moving on to consider the case studies in detail.
    [Show full text]
  • The Pillars of Excellence Newsletter Term 4
    th Friday 20 July The Pillars of Excellence 2019 Community & Families welcome NewsLetter Term 4 News and Events Pages 2 - 3 Academic Page 4 Sport Page 5 Performing Arts Pages 6 Extended Services Page 7 Practical Learning Page 8 STEM Week photographs Pages 9 and 10 Information and Events Follow us on Twitter @CantAcadTrust The Canterbury Academy Sign up today at Trust www.YourSchoolLottery.co.uk/play Knight Avenue, Canterbury, CT2 8QA Slam Poetry - Literacy always on the Academy’s front page News As part of the school’s ongoing promotion of reading and the love of writing, the school has continued to organise literacy programmes in and and Events out of the classroom. Academic • In terms one and two sixty of our Year 8 students completed a literacy project with Kent University which involved an intensive six week programme culminating with students’ published stories being celebrated and read out. • Since September Years 5, 6, 7 and 8 have worked on a monthly basis with Stewart Ross, our author in residence. This is an ongoing project with each class working on a class reader which again will be published at the end of the academic year. • In term 3 Year 7 have been working with the University of Kent on the Quest Literacy project. This involves exploring different types of writing and again a class producing their own story. • Finally, Year 10 students have been involved in a world renowned Slam Poetry workshop. Again, through the school’s close relationship with the University of Kent 15 Year 10s have been invited in February to experience a Slam competition.
    [Show full text]
  • Record of Executive Decision
    Decision No: CAB0008-JULY02 This record relates to B1a on the agenda for the Decision-Making RECORD OF EXECUTIVE DECISION 2nd July 2007 DECISION-MAKER: CABINET PORTFOLIO AREA: CHILDREN’S SERVICES AND LEARNING SUBJECT: LEARNING FUTURES: DETERMINATION OF STATUTORY PROPOSALS AUTHOR: Andrew Hind THE DECISION Having read the report, including its recommendations and proposals, heard oral representations made at Cabinet and following consideration of all other relevant matters, the decision-maker made the following decision: - (i) To approve the closure of Millbrook Community School on 31st August 2008 (ii) To approve the closure of Oaklands Community School on 31st August 2008 (iii) To select Oasis Community Learning to set up a new school on the Oaklands site, with the Millbrook site retained as a temporary annexe, to open on 1st September 2008 after considering proposals from: • Oasis Community Learning to establish an Academy • Southampton Education Trust to establish a Trust School • United Learning Trust to establish an Academy (iv) To approve the proposals from Oasis Community Learning made under s.66 Education Act 2005 subject to the following modifications: a. that the site and buildings of Oaklands Community School be leased to the promoter of the New School West on a short term lease until long term plans for a new school building, whether on the Oaklands, Five Acre Field or any other appropriate site, are approved and that the land upon which the new building for New School West is constructed be leased for a period of 125 years when the site has been determined; b. that the site and buildings of Millbrook Community School be leased to the promoter of New School West until it is deemed by the Council, following consultation with the school, to be no longer required as an annexe.
    [Show full text]
  • Royal Holloway University of London Aspiring Schools List for 2020 Admissions Cycle
    Royal Holloway University of London aspiring schools list for 2020 admissions cycle Accrington and Rossendale College Addey and Stanhope School Alde Valley School Alder Grange School Aldercar High School Alec Reed Academy All Saints Academy Dunstable All Saints' Academy, Cheltenham All Saints Church of England Academy Alsop High School Technology & Applied Learning Specialist College Altrincham College of Arts Amersham School Appleton Academy Archbishop Tenison's School Ark Evelyn Grace Academy Ark William Parker Academy Armthorpe Academy Ash Hill Academy Ashington High School Ashton Park School Askham Bryan College Aston University Engineering Academy Astor College (A Specialist College for the Arts) Attleborough Academy Norfolk Avon Valley College Avonbourne College Aylesford School - Sports College Aylward Academy Barnet and Southgate College Barr's Hill School and Community College Baxter College Beechwood School Belfairs Academy Belle Vue Girls' Academy Bellerive FCJ Catholic College Belper School and Sixth Form Centre Benfield School Berkshire College of Agriculture Birchwood Community High School Bishop Milner Catholic College Bishop Stopford's School Blatchington Mill School and Sixth Form College Blessed William Howard Catholic School Bloxwich Academy Blythe Bridge High School Bolton College Bolton St Catherine's Academy Bolton UTC Boston High School Bourne End Academy Bradford College Bridgnorth Endowed School Brighton Aldridge Community Academy Bristnall Hall Academy Brixham College Broadgreen International School, A Technology
    [Show full text]
  • FOI 158-19 Data-Infographic-V2.Indd
    Domicile: Population: Approved, England, means-tested Wales & students, under 25, estranged [1] Northern from their Ireland parents Total: Academic Year: Count of students by provider 2017/18 8080 Manchester Metropolitan University 220 Liverpool John Moores University (LJMU) 170 De Montfort University (DMU) 150 Leeds Beckett University 150 University Of Wolverhampton 140 Nottingham Trent University 140 University Of Central Lancashire (UCLAN) 140 Sheeld Hallam University 140 University Of Salford 140 Coventry University 130 Northumbria University Newcastle 130 Teesside University 130 Middlesex University 120 Birmingham City University (BCU) 120 University Of East London (UEL) 120 Kingston University 110 University Of Derby 110 University Of Portsmouth 100 University Of Hertfordshire 100 Anglia Ruskin University 100 University Of Kent 100 University Of West Of England (UWE) 100 University Of Westminster 100 0 50 100 150 200 250 1. “Estranged” means the customer has ticked the “You are irreconcilably estranged (have no contact with) from your parents and this will not change” box on their application. 2. Results rounded to nearest 10 customers 3. Where number of customers is less than 20 at any provider this has been shown as * 1 FOI | Estranged students data by HEP, academic year 201718 [158-19] Plymouth University 90 Bangor University 40 University Of Huddersfield 90 Aberystwyth University 40 University Of Hull 90 Aston University 40 University Of Brighton 90 University Of York 40 Sta­ordshire University 80 Bath Spa University 40 Edge Hill
    [Show full text]
  • Literaturliste
    Rheinische Friedrich-Wilhelms-Universität Sommersemester 2007 Institut für Politische Wissenschaft und Soziologie Hauptseminar für den Magister-Studiengang: Tony Blair und New Labour. Was bleibt? Dr. Brigitte Seebacher Literaturliste Signatur Titel A 06-07035 Astle, Julian (Ed.): Britain after Blair : a Liberal agenda. London 2006 POL 500 GROS Beck Becker, Bernd: Politik in Großbritannien. Paderborn 2002 X 08480/2001, 5 Suppl. Bischoff, Joachim / Lieber, Christoph: Epochenbegriff. „Soziale Gerechtigkeit“. Hamburg 2001 A 98-00618 Blair, Tony: Meine Vision. London 1997 A 05-04584 Coates, David: Prolonged labour : the slow birth of New Labour in Britain. Basingstoke 2005 A 06-03088 Coughlin, Con: American Ally. Tony Blair and the War on Terror. London 2006 A 00-04093 Dixon, Keith: Ein würdiger Erbe. Anthony Blair und der Thatcherismus. Konstanz 2000 C 06-00792 Haworth, Alan / Hayter, Dianne: Men Who Made Labour. 2006 A 06-07010 Hennessy, Peter: The prime minister. The office and its holders since 1945. London 2001 POL 500 GROS Hüb Hübner, Emil: Das politische System Großbritannien. Eine Einführung. 1999 [im Bestand nur die Auflage von 1998] A 06-07017 Jenkins, Simon: Thatcher & Sons: A Revolution in Three Acts. London 2006 A 06-00968 Kandel, Johannes: Der Nordirland Konflikt. Bonn 2005 POL 900 GROS Kaste Kastendiek, H / Sturm, R: (Hrsg): Länderbericht Großbritannien, Bonn 2006 (3. Aktualisierte und neu bearbeitete Auflage der Bundeszentrale für politische Bildung. POL 500 GROS Krumm Krumm, Thomas/ Noetzel, Thomas: Das Regierungssystem Großbritanniens. Eine Einführung. München 2006. POL 500 GROS Leach Leach, Robert/ u.a.: British politics. Basingstoke 2006 A 05-04568 Leonard, Dick: A century of premiers. Salisbury to Blair.
    [Show full text]
  • Your Place at University – Student Guide
    Your Place at University Finding your way through the university application process A guide for Students Introduction Going to university is an exciting experience. However, the application process can be confusing, with so much information available and so many choices to make. This guide is not intended to provide step by step instructions on how to apply, but is instead a companion for you as you go through the application process. It aims to demystify some of the common areas of confusion and to help you avoid the pitfalls. Some students have to overcome significant barriers to reach university. Many universities view applications from these students in a positive way. They recognise that such applicants must have high levels of motivation and determination to achieve what they have achieved. In researching this guide we talked to staff in universities to understand what it is they really look for in potential students, as well as teachers and tutors in schools and colleges who support students through the process of applying to university. We have also held discussion groups with students who have gone through, or are getting ready to go through, the application process themselves. The key messages are clear: Research courses and universities thoroughly Apply early Make sure your application is the best that it can be We hope you find this guide useful and we wish you every success in your studies and future career. Acknowledgements Researched and written by Vanessa Wennerstrom from Aimhigher Kent and Medway. We are extremely grateful
    [Show full text]