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101.
Graham Hobbs 《牛津教育评论》2016,42(1):16-35
There are large social class inequalities in educational achievement in the UK. This paper quantifies the contribution of one mechanism to the production of these inequalities: social class differences in school ‘effectiveness’, where ‘effectiveness’ refers to a school’s impact on pupils’ educational achievement (relative to other schools). It builds on the small number of existing studies, whilst overcoming a number of their limitations. It estimates the effectiveness of the (state) schools attended between ages 7/8 and 10/11 by a cohort of children born in the 1990s in Avon, a former county of England, and then compares the effectiveness of the schools attended by children from different social classes. It finds that ‘higher’ social class children attend more effective schools, on average, and that these social class differences in average school effectiveness between ages 7/8 and 10/11 account for 7% of social class differences in average educational achievement age 10/11. This is not a causal analysis, however. 相似文献
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This paper illustrates the use of exploratory focus groups to inform the development of a survey instrument in a sequential phase mixed-methods study investigating differences in secondary students’ career choice capability. Five focus groups were conducted with 23 Year 10 students in the state of New South Wales, Australia. Analysis of the focus group data helped inform the design of the instrument for the second phase of the research project: a large-scale cross-sectional survey. In this paper, we discuss the benefits of using focus groups as an initial exploratory phase in a sequential phase mixed-method design and demonstrate how the findings from this initial exploratory phase informed the development of the survey questionnaire to be used in the main phase of the research. The paper will be of interest to researchers considering the use of exploratory qualitative methods to enhance the quantitative phase in a mixed-methods study. 相似文献
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This paper examines the politics and practice of education in Malaysia within the context of ethnicity and nation building. Public education in Malaysia—particularly, but not exclusively, at the pre-university level—is promoted as a nation-building tool, seeking to inculcate a sense of Malaysian-ness and patriotism. Simultaneously, however, public education—particularly, but not exclusively, at the university level—is used as a tool for the promotion of ethnic Malay interests. These two objectives are not necessarily contradictory; indeed the assertion that a vital ingredient in the creation of a ‘Malaysian nation’ is the eradication of inter-ethnic economic disparities has been at the heart of the Malaysian regime's discourse on nation building since the ethnic riots of May 1969. Hence, in this view, preferential policies for the economically disadvantaged but numerically dominant Malays are a necessary component of the nation-building project. Nonetheless, there are at least clear tensions between these two functions of education—tensions, which, I shall argue, help explain both the particularly sensitive politics of education in Malaysia, and the discursive stance the Malaysian regime has adopted within the educational field. 相似文献
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We have undertaken a critical appraisal of the current English system of law regulating: (1) Provision of services designed to prevent children coming into care of local authorities, which are the authorised agencies for dealing with children who are abused or neglected. (2) Ways of receiving children into care and also ways of terminating care orders. We question whether, and under what circumstances, care orders are really necessary. (3) Periodic reviews of children in care. We are critical of the English system and look to models in the USA as guides towards the possible reform of English law. We take the same perspective when considering termination of parental rights. In our opinion good laws do not of themselves provide the care and love which a child requires, but they make the caring possible by loved and loving adults. We argue that the law must provide the best possible framework to allow adequate caring by members of the non-legal professions, such as social workers and foster parents. At the same time the law must ensure that the rights of parents and children are protected. 相似文献
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A random sample of 482 teachers in grades 3 through 8 from across the United States were surveyed about (a) their perceptions of the version of the Common Core writing and language standards adopted by their state and their state’s writing assessment, (b) their preparation to teach writing, and (c) their self-efficacy beliefs for teaching writing. Regardless of grade, a majority of teachers believed that the adopted standards are more rigorous than prior standards, provide clear expectations for students that can be straightforwardly translated into activities and lessons, and have pushed them to address writing more often. However, many surveyed felt the new writing and language standards are too numerous to cover, omit key aspects of writing development, and may be inappropriate for struggling writers. Moreover, most did not feel that professional development efforts have been sufficient to achieve successful implementation, and nearly one in five respondents was not familiar with the standards. The respondents were generally less sanguine regarding their state’s writing test, with elementary teachers even less positive than middle school teachers on some aspects, though nearly a third were unfamiliar with their state test. A majority believed state writing tests, though more rigorous than prior tests, fail to address important aspects of writing development, do not accommodate the needs of students with diverse abilities, and require more time than is available to prepare students. Additionally, many teachers believed professional development efforts have been insufficient to help them understand measurement properties of the assessments and how to use test data to identify students’ writing needs. Teachers who were better prepared to teach writing and who held more positive personal teaching efficacy beliefs for writing exhibited generally more positive perceptions of their state’s standards. In contrast, only teacher efficacy beliefs made a unique contribution to the survey respondents’ attitudes and beliefs about their state’s writing test. 相似文献
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