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Gender differences in academic performance and achievement have been of policy concern for decades—both interest in lower performance by girls in the areas of mathematics and science and, more recently, in boys' underperformance in most other academic areas. Much previous research has focused on gender gaps, while overlooking other factors that may play a role, such as ethnicity. This study looks at the gender differences in cognitive assessments at age five across ethnic groups in a sample of English children from the Millennium Cohort Study. While girls generally perform better than boys, general trends mask some differences across ethnic groups. Results show gender gaps at the mean are largest for black and Pakistani and Bangladeshi children and smallest for white children, they are also larger for the teacher‐rated assessments than for the survey‐administered tests. 相似文献
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Cumming Joy Goldstein Harvey Hand Kirstine 《Educational Assessment, Evaluation and Accountability》2020,32(1):29-51
Educational Assessment, Evaluation and Accountability - In Australia, under the National Assessment Plan, educational accountability testing in literacy and numeracy (NAPLAN) is undertaken with all... 相似文献
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Gaps in GCSE attainment have long been the concern of policy makers, academics, and social commentators, largely due to the importance of these exams for setting children on their future academic and career pathways. In the past a wide range of factors relating to the pupils, their families, and their schools have been found to account for differences in GCSE attainment. In this paper we examine the role of pupils’ beliefs in their own academic ability (academic self-concept). Using Next Steps data, we examine whether pupils with higher academic self-concept do better or worse in their GCSEs than pupils with lower academic self-concept. Results show that on average, controlling for other characteristics, having high academic self-concept increases GCSE scores by four grades. When we compare academic self-concept to measured achievement we find that both high and low attainers have higher probabilities of achieving five A*–C GCSEs and higher GCSE point scores on average if they have high academic self-concept than similarly able students who have lower academic self-concept. 相似文献
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Kirstine Hansen 《British Educational Research Journal》2014,40(3):483-500
This paper uses data from the Millennium Cohort Study (MCS) to examine house moves that take place in the pre‐school years, focusing on families who move for the education of their children. We present results showing that education‐ related house moves do indeed occur in the pre‐school years with particular types of parents making these education‐related moves to ensure their children attend a good primary school. We then examine whether this demand for high quality schooling is associated with a house price premia by linking the MCS data to Land Registry data and show that parents are prepared to pay significantly more to buy a house located near to better performing primary schools, even before their children reach school starting age. We interpret this as evidence of demand for school quality in the early years as parents (especially more educated and advantaged parents) ‘gear up’ their quest for what they perceive to be better schooling for their children before they start school. 相似文献
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In this article we analyze a project that used facilitation techniques, which are known from training in industry, to improve the study environment at a public research university in Denmark. In 2009, the project was initiated in one graduate program; and it has subsequently been modified and institutionalized. The project did not change the teaching format, but introduced facilitated study-groups using peer learning. It was successful in increasing students’ well-being. While peer learning and study groups are well-known in higher education, facilitation is a different and novel tool. We argue that facilitation makes study groups more inclusive, and they provide the potential for deep learning by structuring the learning situation. 相似文献
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Paul du Gay Thomas Lopdrup-Hjorth Kirstine Zinck Pedersen Anne Obling Roelsgaard 《Journal of Cultural Economy》2019,12(1):36-53
In recent years, questions of ‘character’ have become increasingly prominent in a range of policy contexts, from education to social welfare and from business to healthcare. What unites these various contemporary paens is an assumption that building ‘character’ is a crucial component of ethics and that it holds the key to establishing and maintaining virtuous conduct; moreover, that the cultivation of ‘character’ is at best under-valued and at worst actively undermined and denigrated in any number of contemporary economic and organizational practices. In this paper, we seek to interrogate key aspects of this upsurge of interest in ‘character’ as it has been articulated in particular recent and on-going debates about the reform of organizational life. We argue that this ‘turn’ suffers precisely from an abstraction and lack of contextual specificity – not simply in relation to questions of ‘character formation,’ but also in regard to matters of organization, and indeed the relationship of the one to the other – that severely curtails both its ethical reach and explanatory power. 相似文献
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