Browsing by Author "Topping, Phil"
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Item Open Access Homelessness among young women leaving care - an exploratory study(Cranfield University, 1997-11) Wald, Susanne; Thomas, Jim; Topping, PhilThis study began in 1989 and is about leaving care and youth homelessness among young women. Little was known about young women leaving care, the early transitions of finding and maintaining independent housing, becoming a parent and managing an independent income. The research was exploratory and conducted in two parts. The first part was an 18 month longitudinal study of a cohort of female care leavers in two local authority areas, following their progress from the age of 17 until almost 19. The outcome of the first part was a typology of care leavers. The second part of the PhD consisted of a test of the typology on a larger sample by surveying a group of professionals through a mailed questionnaire. There were differences in the way the sample managed the transition to adulthood. Those who coped with the transition to adulthood more successfully, moved into independence later and in a planned way. They had good personal skills and resilience which was not adversely affected by the framework of existing social policies. Those who struggled with the transition to adulthood experienced homelessness, debts and problems in caring for their children. They had fewer personal skills, less stable support and were affected by existing social policies. Broadly, the typology was confirmed by the questionnaire sample. The study makes recommendations which affect social policies in housing, social security and employment and training and suggests ways in which the typology may assist social work practice in working with young women in care and leaving care.Item Open Access The role of information technology in supporting the development of science linked technology education(Cranfield University, 1992-08) Fisher, J. S.; Topping, PhilThis study builds on my earlier 1983 Masters research at Cranfield, which was an investigation of early technology education in the UK and USA and a pilot evaluation of the introduction of technology education into the curriculum of Stantonbury Campus in Milton Keynes, England. This gave an indication of the international trends in technology education and showed some of the potential of a problem-oriented approach to learning in schools based around a new integration of subjects and skills. It also showed the challenge to existing school teaching staff who often had to learn new skills themselves, often had to teach in new ways, and had to broaden their orientation after being single subject specialists most of their careers. Teaching materials had to be developed from scratch. IT had to be got to grips with. In September 1984, I took the post of Co-ordinator of the Schools Science and Technology Centre at the University of Oxford and had to implement a policy for sciencelinked technology education through a fast-changing period. During 1987 the pace of change accelerated rapidly being driven by the demands of the emerging new National Curriculum. By that time technology education, including IT, seemed to have become accepted as an important theme in the school curriculum in its own right. The Oxford Centre was there to offer in-service support in the development of training and teaching materials. It was, therefore, a good base for a study which could document the challenge of implementing technology education on a wide scale. In the end the sheer pace of change enacted by the government between 1987 and 1992, and shifts of position over the place of technology education, made the study a harder task than I expected. I was aiming at a fast moving target. But I hope the work is of value in exploring the link between the aspirations of those who advocate "technological capability and literacy" in our school population and what is currently being achieved. This thesis tries to explore the key areas of progress we need to make if technology education is to become a reality in our schools.