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1.
Feyisa Demie 《School Leadership & Management》2019,39(1):5-25
This research aims to examine the success factors behind raising the achievement of Black Caribbean pupils with focus on leadership and work force diversity factors. Drawing on case studies and focus group methodological approaches of research the study findings identified a number of success factors including the strong leadership of the Headteacher, effective use of a diverse multi-ethnic workforce, valuing and celebrating cultural diversity, providing an inclusive curriculum that adds to gives pride in being Black Caribbean. What is particularly special about the case study schools is that the leadership of the schools are strong on equality and diversity issues and there are also plenty of opportunities for teachers and school staff to celebrate cultural diversity and reflect on the achievement of Black Caribbean pupils. Overall the study suggests that Black Caribbean pupils do well in multicultural schools with a strong school leadership on diversity and equality issues. Policy implications for developing leadership capacity and workforce diversity are discussed in the final section. 相似文献
2.
Raising the achievement of African heritage pupils: a case study of good practice in British schools
The aim of this paper is to investigate how pupils from black African backgrounds are helped to achieve high standards in schools and to identify the factors that contribute to the success of raising achievement. Two complementary methodological approaches were adopted, each contributing a particular set of data to the study. First, General Certificate of Secondary Education (GCSE) empirical investigation was undertaken to draw lessons from the last seven years by examining in detail the attainment of black African pupils in the authority. This was followed by detailed case‐study research to illuminate how the complex interactions of context, organization, policy and practice helps generate effective practice in raising the attainment of black African pupils. Five case‐study schools were selected. A structured questionnaire was used to interview headteachers, staff, governors, parents and pupils to gather evidence of African heritage pupil achievement. The main findings of the research show that in all schools black African pupils are performing above national average, and in the case‐study schools 79% of black African pupils achieved five+ A*–C GCSEs compared to 48% nationally and 57% in the authority schools. The study has also identified a number of good practices in successful schools. Among the key features that contribute to the success of raising the achievement in the case‐study schools are: African parents value education very highly and respect the authority of schools; strong leadership; effective use of performance data for school self‐evaluation; diversity in the workforce; a highly inclusive curriculum that meets the needs of African heritage pupils; a strong link with the community; well coordinated support and guidance; good parental support and high expectation of their children; and teachers’ high expectation of African heritage pupils and a strong commitment to equal opportunities. The final section gives policy implications for school improvement. 相似文献
3.
Steve Strand 《School Effectiveness & School Improvement》2013,24(3):289-314
This study analyses the educational progress of an entire national cohort of over 530,000 pupils in England between age 7 in 2000 and age 11 in 2004. The results show that Black Caribbean boys not entitled to free school meals, and particularly the more able pupils, made significantly less progress than their White British peers. There is no evidence that the gap results from Black Caribbean pupils attending less effective schools. There is also no evidence of differential effectiveness in relation to ethnic group; schools that were strong in facilitating the progress of White British pupils were equally strong in facilitating the progress of Black Caribbean pupils. There was some evidence of differential school effectiveness by pupil prior achievement, gender, and poverty, but the absolute sizes of the effects were small. The results suggest the poor progress of Black Caribbean pupils reflects a systemic issue rather than the influence of a small number of “low quality” schools. 相似文献
4.
ABSTRACT The 1988 Education Reform Act introduced a schools’ quasi‐market intended to reward schools financially for recruiting pupils and to give them a financial incentive for ‘good’ educational performance. The paper examines this linkage by analysing data on financial performance for over 300 English Local Education Authority (LEA) and Grant Maintained (GM) secondary schools from 1990/91 to 1995/96, correcting for inflation and changes in LEA delegation ratios. On average over 6 LEA areas, real school budgets per pupil declined by 0.6% a year while examination performance at GCSE improved. Statistical analysis shows that while change in pupil numbers is the most important variable explaining school budget change, half as much is explained by variations in LEA and government financial policy, thus weakening market incentives. It was also found that the proportion of socially disadvantaged pupils, as measured by free school meals, is associated with a loss of pupils over time and hence a decline in budget. GM status had no discernible effect on pupil recruitment, once social disadvantage and other explanatory variables were taken into account. It is suggested that both ecological and open systems theories of how organisations change in response to external environmental pressures explain the differential success of schools in attracting resources. 相似文献
5.
This article critically analyses the extent to which the Ethnic Minority Achievement Grant (EMAG) has been successful in meeting its core objective of raising the achievement of minority ethnic groups who are at risk of underachieving. The article provides an historical analysis of the Grant, sets the Grant within the context of the Labour government’s policies relating to minority ethnic groups and social inclusion and reports on the authors’ research into the use made by Local Education Authorities (LEAs) of EMAG based on an analysis of LEA EMAG action plans. It suggests that although there have been some improvements in closing the gaps between minority ethnic achievement and national averages since the introduction of the Grant, these have been largely limited to groups receiving English as an Additional Language (EAL) support, although these groups continue to underachieve. Further the relative achievement of some groups, notably Black Caribbean pupils, has not improved at all since the introduction of the Grant. The article proposes that if the government wishes to more effectively tackle minority ethnic underachievement then it needs to increase the overall amount spent on the Grant, which has been frozen in recent years, and demonstrate more commitment to tackling institutionalized racism within the education system and the national curriculum. Although the government is issuing guidance to schools to address historic weaknesses in the way that the Grant has been deployed, the guidance itself does not go far enough in acknowledging the role of schools and particularly LEAs in tackling underachievement. Nor does the proposed new guidance recognize the importance of including the perspectives of local Black and Asian communities in decisions on how the Grant is deployed. 相似文献
6.
The Specialist Schools Programme was launched in England in 1993. Under the programme, schools submit a bid to central government to specialise in specified curriculum areas. To qualify to participate they must raise private sponsorship to contribute to the cost of their development plans and set targets, including targets for pupils' attainment. The paper uses multiple linear regression and multi‐level modelling to examine pupils' attainment. Our evidence suggests that, in 2001, pupils at Specialist Schools achieved better examination results than pupils at non‐specialist schools and that those attending the earlier cohorts of Specialist Schools performed particularly well. We also suggest that some cohorts of Specialist Schools were achieving enhanced GCSE results before they became Specialist Schools but also that, for the earlier cohorts, the improvement in examination results associated with specialist status increased as schools had been part of the programme for a longer period. Analysis of GCSE results in specialist and non‐specialist subject areas indicated that Language and Sports Colleges achieved better than expected examination results in their specialist areas, Technology Colleges achieved better results in both specialist and non‐specialist areas but that Arts Colleges did not achieve significantly different results in either specialist or non‐specialist subjects. 相似文献
7.
《British Educational Research Journal》2006,32(2):209-225
This article describes a longitudinal analysis of a nationally representative cohort of over 80,000 pupils in England who completed both national end of Key Stage 2 (KS2) tests and the Cognitive Abilities Test (CAT) at age 11 in 1997, national end of Key Stage 3 (KS3) tests at age 14 in summer 2000 and General Certificate of Secondary Education (GCSE) and other public examinations at age 16 in summer 2002. The CAT had significantly higher correlations with subsequent KS3 and GCSE outcomes than did KS2 test points scores. However, multiple regression analyses indicated that a combination of CAT and KS2 test scores gave the best prediction of future KS3\GCSE outcomes. The article argues that measures of both pupils' general transferable learning abilities, and measures of specific curricular attainments at the end of primary school have unique and distinct value at the start of the secondary phase. The article discusses some practical ways in which the different types of assessment data can be used within the secondary school. 相似文献
8.
Eva Malacova 《牛津教育评论》2013,39(2):233-259
Multilevel modelling was carried out on national value‐added data to study the effects of single‐sex education on the progress of pupils from 2002 Key Stage 3 to 2004 GCSE. The analysis suggests that pupils in a selective environment achieve higher progress in single‐sex schools; however, the advantage of single‐sex schooling seems to decrease with increasing pupils' prior attainment (for girls) or with increasing school ‘selectiveness’ (for boys). These phenomena might be a result of a ceiling effect, as pupils with high prior attainment at Key Stage 3 cannot improve as much as pupils with lower initial attainment. There was also strong evidence suggesting that pupils achieve higher progress in the independent sector compared to grammar education. On the other hand, in a non‐selective environment only pupils with lower prior attainment and those attending schools with a full range of abilities seem to benefit from single‐sex education. 相似文献
9.
The aim of the research was to study the experiences of Portuguese heritage pupils in British schools. The main findings from empirical data suggest Portuguese children are underachieving at the end of primary education but the case study confirms that in good schools Portuguese pupils do well and have made huge improvements over the periods. The findings show that the case study schools have adopted a number of strategies to overcome some of the barriers to achievement including parental engagement, effective use of a more diverse workforce, developing an inclusive ethos and curriculum, effective English language support for Portuguese pupils, monitoring performance of Portuguese pupils and good and well‐coordinated targeted support through extensive use of teachers, teaching assistants, learning mentors and Portuguese classes. The study argues that the worryingly low‐achievement levels of many Portuguese pupils in British schools have been masked by Government statistics that fail to distinguish between European ethnic groups. Policy implications for all concerned with school improvement are highlighted in the final section. 相似文献
10.
Peter Daw 《English in Education》1996,30(3):15-26
This article is drawn from a report produced for Suffolk schools concerning the factors that seem to underlie success at A level English Literature by able students. The report followed a small-scale survey in six schools which regularly do well in the proportion of high grades achieved, conducted as part of the ongoing monitoring of teaching and learning in English in the county. Through lesson observation, interview and the scrutiny of written work, a large number of possible factors explaining the success of these departments were considered. The factors of greatest significance included the subject expertise and commitment of staff, the balance of teaching methods used and pupils' experience of a challenging English curriculum at KS4. The report's conclusions and recommendations are of general interest to English departments and INSET providers nationally. 相似文献
11.
Nicola Rollock 《International Studies in Sociology of Education》2013,23(3):275-287
The continued lower academic attainment of Black (especially Black Caribbean) pupils is now well established. Yet, to date there has been no single coherent national Government strategy that has successfully closed the gap in educational attainment between either Black and White pupils or between Black pupils and the national average. Academic and policy debates centring on the causes and potential ways of addressing this gap remain marred by controversy and disagreement. This paper is based on qualitative research, which explores how staff and pupils at an inner city secondary school in the south of England construct academic success. Focusing on one aspect of the findings, it reveals that staff subscribe to two forms of success: an inclusive, low D to G grade success and an exclusive, high A? to C grade success, each of which are seen as attainable only by certain types of pupils. The appearance and behaviour of Black pupils, particularly those engaged in what is termed ‘Black street culture’, are seen as directly at odds with the aims of the school and therefore minimize their likelihood of attaining success in exclusive terms. 相似文献
12.
National value-added pupil-level datasets covering key stages 3 and 4 have been linked to information about specialist school status. Analysis of pupil progress across key stages controlling for a range of factors has given information about the apparent impact of these types of school. Technology and language colleges performed slightly above the norm on all outcomes, while sports colleges were slightly above the norm at GCSE, but not at key stage 3. Arts colleges were above the norm for English, but below for mathematics and science at both key stages. There was some evidence for a negative impact of the presence of specialist schools in an LEA for the value-added results of pupils in non-specialist schools at GCSE, but not at key stage 3. 相似文献
13.
Ian McCallum Feyisa Demie 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):147-159
This study draws on information derived from the Census and from pupil records to explore the relationships between the backgrounds and GCSE performance of the 1998/99 GCSE cohort of pupils in an Inner London borough. It provides evidence of substantial differences between the backgrounds of pupils attending different schools and of a strong relationship between these differences and differences in the GCSE performance of schools. This is followed by discussion of the methodological implications of the use of Census data for further research. 相似文献
14.
S. J. Prais 《牛津教育评论》2013,39(1):69-73
In an endeavour to compare the teaching-efficiency of individual secondary schools in England, the Department for Education and Employment (DfEE) published measures of pupils' progress in learning attainments between the ages of 14 and 16, based on the results of obligatory nationwide tests in a range of school-subjects at each of those ages (SATs and GCSE). The results were subsequently used by commentators to suggest that grammar schools do not make as much progress between those ages as comprehensive schools; and that pupils who are high-attainers at age 14 do better in their subsequent two years if they attend a comprehensive school rather than a grammar school. The present paper examines the robustness of the measuring rods for these purposes; it concludes that they are hardly adequate but, insofar as they are used for these purposes, the results indicate precisely the opposite: namely, greater average progress (greater 'value-added') for grammar schools, and for high-attaining pupils in grammar schools. 相似文献
15.
This study examines the relationship between social background factors and educational achievements. It draws on unique data from London LEAs. The paper illustrates detail analysis on levels of disadvantage in schools and the complexities of judging school performance including discussion on the potential of z-score indicators to measure the levels of deprivation in urban area schools. Overall, the findings from the empirical evidence suggests that there is a strong relationship between disadvantage and examination success, with LEAs located in non-deprived areas tending to obtain higher percentages 5 + A*-C good GCSE passes. Further analysis of the relationship between pupils background and school achievement also confirmed, by and large, that schools with a higher number of disadvantaged families do less well than schools where, a small proportion of their pupils come from disadvantaged families. The paper concluded that uncontextualised performance table is fundamentally flawed and argued for the need to compare like with like and move beyond league table approaches of comparing schools. Policy implications are highlighted as well as practical suggestions. 相似文献
16.
There are still 10 English local educational authorities (LEAs) that are wholly selective and a further 10 with some grammar and secondary modern schools. This article examines the academic performance of pupils in secondary modern schools and the funding of these schools using national data sets matching pupils' performance at Key Stage 2 and General Certificate of Education (GCSE) as well as data on funding from Section 52 statements. Students in secondary modern schools gained one less grade on average than equivalent students in comprehensive schools while grammar school pupils obtained five grades more. After taking account of the cost factors and grant entitlements that influence funding per pupil, secondary modern schools in the years 2000/01–2002/03 were funded around £80 less per pupil while grammar school pupils received over £100 more per pupil compared to comprehensive schools. Secondary modern schools were more likely to be in financial deficit than comprehensive and particularly grammar schools. Thus, students are academically disadvantaged by attending secondary modern schools, which in most selective LEAs do not receive sufficient additional funding to offset the depressing effects on attainment of the increased social segregation arising from a selective system. 相似文献
17.
Increasing numbers of pupils with autism spectrum disorder (ASD) are attending mainstream schools. However, the available evidence suggests that they face a number of barriers that may prevent them from making the most of their education. In particular, recent research has suggested that they are more likely to be bullied, and typically report receiving more inconsistent social support than children with other or no special educational needs. In light of this, the aims of the current study were to identify the role social support plays in determining pupils' response to bullying and to identify barriers to the development and utilisation of social support when bullying occurs. Thirty‐six participants with ASD (age range 11–16 years), drawn from 12 secondary mainstream schools in the north‐west of England, were interviewed as part of a larger study examining inclusive education for this particular group of learners. Data were transcribed verbatim and subjected to thematic analysis, and a theoretical framework for understanding the responses to bullying and use of social support among pupils with ASD was subsequently developed. Key themes in the framework included the role played by potential advocates and their perceived efficacy in providing support, pupils' relationship histories and a lack of trust in other people. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD. 相似文献
18.
Teachers' perceptions of their changing practice in the context of the National Literacy Strategy have been well documented in recent years. However, few studies have collected pupils' views or voices. As part of a collaborative research and development project into the teaching and learning of writing, 390 primary pupils' views were collected. A marked difference in attitude to writing and self‐esteem as writers was found between Key Stages 1 and 2, as well as a degree of indifference and disengagement from in‐school writing for some KS2 writers. A strong desire for choice and greater autonomy as writers was expressed and a preference for narrative emerged. This part of the research project ‘We're Writers' has underlined the importance of listening to pupils’ views about literacy, in order to create a more open dialogue about language and learning, and to negotiate the content of the curriculum in response to their perspectives. 相似文献
19.
There has been relatively little empirical research on the impact of stage of fluency in English of bilingual pupils. However, this issue is increasingly important given growth in the bilingual school population in England of over one‐third between 1997 and 2004 to around 10% of the school population. This study evaluates the relationship between stage of English fluency and performance in public examinations at age 16 for all pupils within an inner London local education authority. Two methodological approaches are used to study the associations. The first looks at the context and the trend data for the case‐study local authority (LEA) in terms of languages spoken and the performance of bilingual pupils in schools. This is followed by a detailed statistical regression analysis to isolate the unique association between level of fluency in English and pupils' performance at age 16, after controlling for the effect of a range of other pupil and school background factors. The results confirm a strong relationship between stage of fluency in English and educational attainment, with the performance of bilingual pupils increasing as measured stage of fluency in English increases. Pupils in the early stages of fluency perform at very low levels, while bilingual pupils who are fully fluent in English perform better, on average, than English‐only speakers. However, the latter results are not due to bilingualism per se since the difference is no longer statistically significant after controlling for other measured pupil background variables. All EAL (English as an Additional Language) pupils make better than expected progress over the two years between age 14 and age 16. The final section questions the appropriateness of the Qualification and Curriculum Authority's (QCA) approach to the assessment of bilingual pupils, which contrasts with the local authority's good practice. Based on the findings of this study, we argue that there is a need to develop a national assessment strategy that better meets the needs of bilingual learners. The policy implications for national and local government and for school improvement practitioners are reviewed. 相似文献
20.
Gerdien D. Bertram-Troost Simone A. de Roos Siebren Miedema 《Religious education (Chicago, Ill.)》2013,108(2):132-150
This study examines religious identity development of pupils at Dutch schools for secondary education (mean age 16.4). With the help of a theoretical conceptualization of “religious identity development” empirical research is carried out. Main question is whether differences in terms of religious commitment and exploration between pupils of the four participating schools can be explained by religious denominations of pupils and the importance the pupils' parents attach to worldview. It is concluded that school in general has no significant main effect on religious commitments and explorations of pupils. Religious backgrounds of pupils should be taken into account. Because pupils themselves do indicate that school has influence on the way they look at life, further research is needed in which specific school aspects (like the way pupils evaluate religious education) should also be taken into account. 相似文献