摘要:

AbstractGovernment sponsored educational research is increasingly subject to contractual control over the design of the research, dissemination and publication and even the research process itself. This paper argues that this current policy context poses a threat to the quality of educational research and places severe limitations on the contribution it can make to the generation of public knowledge and the utilisation of research in educational policy‐making and public debate. Focusing upon two contemporary issues—restrictive research contracts and conditions and the changing nature of ethical guidelines—the paper explores how the political context of recent years has led to changes in research contracts and ethical and political responses of formal associations. The paper concludes by examining a number of positions the educational research community can take in such a restrictive political climate, arguing, in particular, that professional organisations need to act both collectively and politically if they are to make any inroads into improving contractual conditions to protect quality res

ISSN:0141-1926    

DOI:10.1080/0141192950210401

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThe Christian Schools Campaign was an educational pressure group which sought to obtain state funding for faith‐based schools. It successfully influenced both the 1992 Education (Schools) Act on inspection criteria and the 1993 Education Act. The latter now gives the possibility of faith‐based grant‐maintained schools, where existing faith‐based private schools may apply to be re‐established as grant‐maintained. This article charts the nature and activities of the Christian Schools Campaign, and begins to assess its ef

ISSN:0141-1926    

DOI:10.1080/0141192950210402

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThe size and stability of gender, ethnic and socio‐economic differences in students' educational achievement are examined over a 9 year period. Both absolute differences in cognitive attainment and relative differences in progress are considered. The study, which is part of a follow up of an age cohort originally included in the ‘School Matters’ research, utilises multilevel modelling techniques. Attainment in reading and mathematics is reported at primary school (Year 3 and 5), secondary transfer (Year 6) and in the General Certificate of Secondary Education (GCSE) (Year 11). Whilst differences in achievement related to gender and socio‐economic factors remained consistent and generally increased over time, greater change was found in patterns of ethnic differences. Possible explanations for the findings are discussed, particularly in relation to the debate concerning performance assessment and equity. The importance of adequate control for socio‐economic background in the analysis of ethnic differences

ISSN:0141-1926    

DOI:10.1080/0141192950210403

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThe paper analyses the impact of socio‐economic status (SES) on academic attainment at the General Certificate of Secondary Education (GCSE) in Northern Ireland and evaluates the effectiveness of administrative use of free school meal variables at pupil and school level as an indicator of social deprivation. The results of the analysis show that free school meal eligibility at the pupil level is an adequate indicator of deprivation. They also point to a significant school SES contextual effect as measured by the percentage of pupils per school in receipt of free school meals. In the absence of data on prior attainment, the analysis shows that grammar school pupils on average have higher GCSE scores than secondary school pupils and suggests, personal/ family background and type of last school attended being equal, that Catholic pupils perform as well as those of other denomination

ISSN:0141-1926    

DOI:10.1080/0141192950210404

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThis paper reports the results of a cross‐age study dealing with high school students' motivational traits in science. Students' motivational traits in science were explored by a questionnaire whose items were written to correspond to four motivational patterns: achievement, curiosity, conscientiousness and sociability. The major findings of this study are: (1) most students may be assigned to one or a combination of two motivational traits in science; (2) most students may be categorised as ‘sociable'; (3) students' ‘sociability’, ‘curiosity’ and ‘conscientiousness’ motivations in science do not undergo any substantial change in secondary school; (4) more boys than girls may be categorised as ‘achievers’ in junior high school but the gap narrows and even reverses in senior high school; (5) more boys than girls from grade 8 to 10 may be categorised as ‘curious’, but the relationship becomes equal in grade 11; (6) more girls than boys may be categorised as ‘conscientious’ throughout all the grades; and (7) girls and boys may be almost equally categorised as ‘sociab

ISSN:0141-1926    

DOI:10.1080/0141192950210405

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractDrawing on the fieldwork experiences of my ethnographic, doctoral research into equal opportunities and anti‐racism in higher education and the role of academic trade unions in the policy initiatives in the area, this paper is centrally concerned with the relationship between the researcher and the researched—when the researched are powerful. For me this meant Vice‐Chancellors, Pro‐Vice‐Chancellors, Deans, Heads of Services, senior/famous academics and union officials. The paper seeks to argue that there is a continuing paucity in social research on the powerful and questions, through autobiographical accounts, the extent to which feminist and anti‐racist methodologies/critiques have actually been able to provide a terrain in which this type of research can b

ISSN:0141-1926    

DOI:10.1080/0141192950210406

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Book reviewed in this article:Changing English Primary Schools? The impact of the Education Reform Act at Key Stage 1AndrewPollard, PatriciaBroadfoot, PaulCroll, MarilynOsborn&DorothyAbbottPreparing Materials for Open, Distance and Flexible LearningDerekRowntreeA Good School, Life at a Girls' Grammar School in the 1950sMaryEvans, with a Preface by Baroness BlackstoneLearning Mathematics: issues, theory and classroom practice, 2nd ednAnthonyOrtonHelping Children with Reading and SpellingReaReason&ReneBooteA Tribute to Desmond NuttallRogerMurphy&PatriciaBroadfootThe Social Context of Mathematics Education: theory and practiceM. Nickson&S. Lerman(Eds)

ISSN:0141-1926    

DOI:10.1080/0141192950210407

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192950210408

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY