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  1.  4
    Can Nursing Survive? A View Through the Keyhole.David Skidmore - 1994 - Nursing Ethics 1 (4):193-199.
    Nursing in the United Kingdom is undergoing massive retrenchment. An increasing number of nurses are unable to obtain employment following qualification and agency nursing and short-term contracts are becoming the norm. Amalgamations of colleges of nursing have resulted in redundancies of nurse teachers and a significant reduction in student nursing places. The profession of nursing in the UK is in a state of crisis from which it may never recover. Nurses have generated and facilitated this situation in their self-interested quest (...)
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    Continuities and Developments in Research Into the Education of Pupils with Learning Difficulties.David Skidmore - 1999 - British Journal of Educational Studies 47 (1):3 - 16.
    This paper surveys a sample of current research into the education of pupils with learning difficulties. Examples of the three major established research traditions are discussed, namely the psychomedical, organisational and sociological traditions. It is argued that much of this work seeks to extend the theoretical framework associated with one or another of these traditions, but fails to overcome the common limitation of reductionism. An emerging current of work is identified which adopts an anti-reductionist perspective. The characteristics of the new (...)
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    Letters to the Editor.Derek Sellman & David Skidmore - 1995 - Nursing Ethics 2 (3):260-263.
    The following two letters were received in response to David Skidmore's article, 'Can nursing survive? A view through the keyhole', which was published in the December 1994 issue of Nursing Ethics.David Skidmore has been asked to reply; his comments follow. Both his and Janet Duberley's letters have been shortened with their consent.
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    Measuring Value Consensus Among Teachers in Respect of Special Educational Needs.David Malvern & David Skidmore - 2001 - Educational Studies 27 (1):17-29.
    Previous educational research has argued that consensus upon values and goals among teachers within a school is a necessary condition for the successful development of provision for pupils with special educational needs. This paper describes a study designed to investigate this assertion empirically. Questionnaires were administered to a crosssection of teachers in five English secondary schools which belonged to a consortium dedicated to the development of special educational needs provision. On each of four different dimensions, teachers were asked to rank (...)
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