Titlebook: Equity in Education; An International Com Stephen Gorard,Emma Smith Book 2010 Stephen Gorard and Emma Smith 2010 education.Europe.Nation

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Querying the Traditional Role of Schools in Attainment pupils in formal tests and assessments. In fact, so dominant is this view of the purpose and quality of schools that the impact of schools on pupil academic attainment is somewhat taken for granted, and the impact of schools on other potential outcomes is largely ignored. Later in the book we exami

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Why Schools Might Matterned attributes of different school systems (McGaw 2008). The traditional approach to the design of school systems in developed countries tends to be based on a principle of educational effectiveness, seeking to improve standards of education as assessed by public test results, so leading to higher r

有惡意

Why Teachers Might Matter chapter focuses more on social interactions within schools. Issues of equity arise in the way pupils interact with teachers and other pupils. We look at pupils’ experiences of school in terms of their enjoyment of learning and behaviour, and consider their preparation for roles as active citizens.

Ornithologist

The Importance of Listening to Pupilses the underlying criteria that we use for understanding fairness. This then leads us to introduce the instrument that was developed to try and capture pupil views on equity. Chapter 6 will then look at the settings and the sample for our new work.

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臭了生氣

The Notions of Justice Used by Different Groups of Pupilsues in more detail in terms of possible indicators of disadvantage, such as immigration or family socioeconomic status. The chapter works towards a clearer understanding of the criteria of justice used by pupils in practice and appropriate to a variety of settings (see Chapter 5), and of the likely

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The Experiences of Pupils Educated Otherwiseinalised in society. This work was undertaken with groups of young people in the French-speaking Community of Belgium and in England. These are pupils who, for a range of educational, social, medical and emotional reasons, are educated separately from the majority of young people in our schools. Pre

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Identifying the Determinants of Justicee criteria of justice identified by young people in this study. Our survey variables can be classified in terms of pupil characteristics (e.g., sex), family interactions (e.g., relationship with parents), predictors (e.g., experience of injustice at school), and potential outcome variables (e.g., se

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