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David Halpin [30]David M. G. Halpin [1]
  1.  27
    Hope and Education: The Role of the Utopian Imagination.David Halpin - 2003 - Routledgefalmer.
    In this uplifting book, David Halpin suggests ways of putting the hope back into education, exploring the value of and need for utopian thinking in discussions of the purpose of education and school policy.
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  2.  6
    Grant Maintainted Schools: Education in the Market Place.John Fitz, David Halpin & Sally Power - 1994 - British Journal of Educational Studies 42 (2):204-206.
  3.  41
    Utopianism and Education: The Legacy of Thomas More.David Halpin - 2001 - British Journal of Educational Studies 49 (3):299-315.
    'At the beginning, with Thomas More, utopia sets out an agenda for the modern world. Today, five hundred years later, what are the uses of utopia?'. This paper provides an answer to this question by examining More's utopian 'method' which, it is suggested, offers a model way of thinking imaginatively and prospectively about the form and content of social reform in general and educational change in particular.
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  4. Devolution and Choice in Education: The School, the State and the Market.Geoff Whitty, Sally Power & David Halpin - 1999 - British Journal of Educational Studies 47 (1):99-101.
     
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  5.  14
    The Nature of Hope and its Significance for Education.David Halpin - 2001 - British Journal of Educational Studies 49 (4):392-410.
    This paper offers an analysis of the nature of hope and explicates its significance for and relation to education. This entails distinguishing initially two kinds of hope - absolute and ultimate hope. While absolute hope is an orientation of the spirit which sets no conditions or limits on what is achievable and has no particular ends in view, ultimate hope is an 'aimed hope ', that is to say a form of hopefulness that entails identifying and struggling to realise in (...)
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  6.  7
    Grant-Maintained Schools: Making a Difference Without Being Really Different.David Halpin, Sally Power & John Fitz - 1991 - British Journal of Educational Studies 39 (4):409 - 424.
    (1991). Grant‐maintained schools: Making a difference without being really different 1 . British Journal of Educational Studies: Vol. 39, No. 4, pp. 409-424.
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  7.  71
    Art and Neurology.Martin Sorrell & David M. G. Halpin - 1991 - British Journal of Aesthetics 31 (3):241-250.
  8. Hope and Education: The Role of the Utopian Imagination.David Halpin - 2006 - Utopian Studies 17 (3):541-543.
     
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  9.  2
    Grant‐Maintained Schools: Making a Difference Without Being Really Different1.David Halpin, Sally Power & John Fitz - 1991 - British Journal of Educational Studies 39 (4):409-424.
  10.  4
    Implementation Research and Education Policy: Practice and Prospects.John Fitz, David Halpin & Sally Power - 1994 - British Journal of Educational Studies 42 (1):53-69.
    This paper offers a brief guide to implementation research and some of the conceptual and methodological issues it raises. In the course of reviewing investigations of the import of aspects of the 1988 Education Reform Act, it also considers the issues posed for education policy studies in a context where the 'centre' is connected to a dispersed and differentiated periphery.
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  11.  13
    Essaying and Reflective Practice in Education: The Legacy of Michel de Montaigne.David Halpin - 2015 - Journal of Philosophy of Education 49 (1):129-141.
    Although the French Renaissance sceptic Michel de Montaigne is a much-admired thinker among many literary historians and some philosophical ones, his oeuvre hardly features in critical surveys of ideas in education. This is strange given that Montaigne offers modern educators an exemplary form of communicative discourse which anticipates contemporary education theory's emphasis on the importance of reflective practice and learning from experience. While each of these themes is capable of being rendered as repetitious slogans, sound-bites even, Montaigne, through his emphasis (...)
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  12.  8
    Managing the State and the Market: ‘New’ Education Management in Five Countries.Sally Power, David Halpin & Geoff Whitty - 1997 - British Journal of Educational Studies 45 (4):342-362.
    Within the field of education management studies, recent reforms promoting devolution and choice are often seen to provide exciting new opportunities. It is claimed that the 'new' education management, with its emphasis on site-based decision-making and consumer accountability, will enable headteachers and principals to 'take control' of their schools and make them more productive environments in which to work and study. However, our review of research findings from five different countries that are putting in place devolution and choice policies suggests (...)
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  13.  8
    Primary Schools and Opting Out: Some Policy Implications.Jim Campbell, David Halpin & Sean Neill - 1996 - British Journal of Educational Studies 44 (3):246 - 259.
    Significant differences in perceptions between teachers in primary and secondary grant-maintained schools are reported and analysed. Parents were more frequently involved in promoting opting-out in primary schools, primary teachers had more favourable attitudes to the grant-maintained school policy and, in primary schools, grant-maintained status delivered improvements in classroom conditions, most notably reduced class size and increased para-professional support in classrooms. The findings are discussed in terms of the management of primary schools, of theorising about reputation management in grant-maintained schools, and (...)
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  14.  9
    Pedagogy and the Romantic Imagination.David Halpin - 2008 - British Journal of Educational Studies 56 (1):59-75.
    No one sincerely doubts that schools should take seriously the need to develop children's imaginations and their capacity to be imaginative. The issue is what does this mean? And what are its implications? This paper, which is mostly inspired by the writings about the imagination of two British nineteenth-century Romantic poets -- Coleridge and Wordsworth -- provides some answers.
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  15.  5
    The TVEI and the National Curriculum: A Cautionary Note.Murray Saunders & David Halpin - 1990 - British Journal of Educational Studies 38 (3):224 - 236.
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  16.  1
    Editorial: New Labour: New Hope for Education Policy?David Halpin - 1997 - British Journal of Educational Studies 45 (3):231-234.
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  17.  1
    The Present Image and Future of Comprehensive Schooling.David Halpin - 1989 - British Journal of Educational Studies 37 (4):339 - 357.
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  18. Primary Schools and Opting Out: Some Policy Implications.Jim Campbell, David Halpin & Sean Neill - 1996 - British Journal of Educational Studies 44 (3):246-259.
    Significant differences in perceptions between teachers in primary and secondary grant-maintained schools are reported and analysed. Parents were more frequently involved in promoting opting-out in primary schools, primary teachers had more favourable attitudes to the grant-maintained school policy and, in primary schools, grant-maintained status delivered improvements in classroom conditions, most notably reduced class size and increased para-professional support in classrooms. The findings are discussed in terms of the management of primary schools, of theorising about reputation management in grant-maintained schools, and (...)
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  19. Editorial and SCSE News.David Halpin - 1992 - British Journal of Educational Studies 40 (2):97-100.
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  20. Editorial and SCSE News.David Halpin - 1992 - British Journal of Educational Studies 40 (1):1-3.
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  21. Editorial: The Journal Past and Present.David Halpin - 1996 - British Journal of Educational Studies 44 (3):243-245.
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  22. Pedagogy and Theromanticimagination.David Halpin - 2008 - British Journal of Educational Studies 56 (1):59-75.
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  23. The Present Image and Future of Comprehensive Schooling1.David Halpin - 1989 - British Journal of Educational Studies 37 (4):339-357.
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  24. The TVEI and the National Curriculum: A Cautionary Note1.Murray Saunders & David Halpin - 1990 - British Journal of Educational Studies 38 (3):224-236.
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