The Education of Asylum Seekers in Wales: Implications for LEAs and Schools. This book reports on the results of research conducted with three Welsh LEAs with considerable numbers of asylum-seeker and refugee children. Two comparative case studies from England and Scotland are also presented. Although Wales has received a smaller proportion of these groups in comparison with other parts of the UK, the implications are similar. By Angharad Reakes and Robat Powell.
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Cash-in or continue? An exploration of the drop out from German foreign language study between AS and A2 levels. This study is timely, set as it is against the backdrop of the government's recent strategy to discontinue the study of modern foreign languages from the compulsory curriculum in England after Key Stage 3 (at the age of fourteen) with effect from September 2005 (DfES, 2002) and the number of new initiatives and proposals which target, among others, the 14-19 age group. The main aim of this study was to explore some of the reasons behind the drop out from German foreign language study between AS and A2 levels in England using a mixture of qualitative and quantitative research methods. By Dr Catherine Watts and Dr Angela Pickering.
By Anglo-German Foundation, UK.
Extending the Role of Libraries: Final Report. This report presents the findings of a study that examined the provision that public libraries offer communities over and above their traditional role as lending and information services. Key findings concern: partnership working; funding; targeting user groups; the role of library staff; national and local support; the study makes recommendations both for librarians and central and local government in response to issues identified. By Anne Lines, Christopher Savory and Angharad Reakes.
School Art: What's in it? Exploring Visual Arts in Secondary Schools. Based on interviews with 54 teachers in 18 schools and their descriptions of 64 art modules, this book explores the content of the secondary school art curriculum and why it looks the way it does. Commissioned by Arts Council England in association with Tate, it examines the range of approaches taken by different teachers and schools and asks whether there is a place for contemporary art practice. Its findings, and the questions that they raise, will be of interest to anyone teaching art, those training to do so, artists, gallery educators and people interested in the future of visual culture in this country. By Dick Downing and Ruth Watson.