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This paper is a reflection upon the research findings of Rebecca Allen and Anne West in relation to religious schools in London. While welcoming this contribution to the systematic study of faith schools (a neglected area of empirical inquiry), the paper argues that the use of 'religious schools' as a unitary category is problematic for the analysis. It also suggests that certain historical and cultural contextual knowledge is required when analysing the characteristics of different categories of religious schools. This response is intended to be helpful for future researchers into the different types of faith school. [ABSTRACT FROM AUTHOR]

This paper reflects upon the nature of a target-setting and mentoring scheme in an 11-16 school in England, through a series of retrospective interviews with students who continued into further education. It considers the extent to which the initiative impacted both upon students' formal academic achievement at 16+ and upon the subsequent longer-term aspirations of these students. Interviews with students who achieved considerable 'value-added' in their GCSE examinations suggested that the impact of mentoring was strongest amongst those students who came from homes where there was less expectation of them participating in further and higher education, and that this effect was not differentiated according to gender. The paper suggests that longer-term transformation of students' aspirations, and the challenging of gendered course and career stereotypes, will only be achieved if schools adopt a more holistic and proactive approach to careers education and to widening participation for their students, and that the absence of such proactivity will limit the longer-term gains initiated by successful mentoring activities. [ABSTRACT FROM AUTHOR]

The proposed development of extended schools in England is part of an international movement towards community-oriented schooling, particularly in areas of disadvantage. Although on the face of it this movement seems like a common-sense approach to self-evident needs, the evaluation evidence on such schools is inconclusive. In order to assess the likelihood that community-oriented schooling will have a significant impact on disadvantage, therefore, this paper analyses the rationale on which this approach to schooling appears to be based. It argues that community-oriented schools as currently conceptualised have a focus on 'proximal' rather than 'distal' factors in disadvantage, underpinned by a model of social in/exclusion which draws attention away from underlying causes. They are, therefore, likely to have only small-scale, local impacts. The paper suggests that a more wide-ranging strategy is needed in which educational reform is linked to other forms of social and economic reform and considers the conditions which would be necessary for the emergence of such a strategy. [ABSTRACT FROM AUTHOR]

A. H. Halsey has been a professorial fellow (now emeritus) at Nuffield College in Oxford University since his appointment in 1962 as Director of Oxford’s Department of Social and Administrative Studies. This paper explores his contribution to education throughout his career, as an academic and as a national and international policy advisor, and the interface between these two. Halsey worked in what he termed the ‘political arithmetic’ tradition throughout his career, with the dual tasks of documenting the state of society, and addressing social and political issues through ‘experimental social administration’, that is the field testing of social innovation and social policy in advance of national implementation. The paper focuses on Halsey’s ‘activist’ role in policy development in the UK and internationally, through his work on educational reform at the OECD and as research advisor to Crosland at the DES with the introduction of comprehensive schooling in the UK and in particular the Educational Priority Areas (EPA) programme, and traces through the impact of his work. His major contribution as one of the leading sociologists of education in the second half of the 20 th century is also discussed, but the wider impact of this aspect of his work requires a much more extensive assessment than is possible in this paper. [ABSTRACT FROM AUTHOR]

This study considers the influence on British education (particularly schools) of Alan Bullock, Vice-Chancellor of Oxford University from 1969 to 1973 and distinguished contemporary historian. It quotes extensively from Bullock’s own writings, including his developing personal views on education, and reflections on his own experiences. Following a brief biographical section, the paper reviews his work as chair of Government committees and advisory bodies, notably the Schools Council and the eponymous ‘Bullock Committee’ to consider all aspects of the teaching of English. These experiences contributed to his increasing disillusion with formal political power structures as a means of bringing about social change. I examine Bullock’s long period as a dominant figure in the administration of the University, and the consequences for schools of the changes which occurred over that time, especially the move towards admissions policies based almost entirely upon academic merit, and towards becoming a leading scientific university. St Catherine’s College, which he founded, played a significant part in these changes. Bullock’s personal views on the need to offer in schools a broader education, which would be attractive to young people searching for values of their own, were developed in his later writings and are briefly summarised. The paper speculates that he would not have been happy with the competitive and measurement-oriented system of today. [ABSTRACT FROM AUTHOR]

One way to manage marking error, in a large-scale educational testing context, is to establish a mechanism through which appeals can be lodged. While, at one level, this seems to offer a straightforward technical solution to the problem of marking error, it can also result in unintended consequences, with political, social or educational ramifications. It is therefore important to monitor the operation of any appeal system, to determine how effectively it meets its objectives. The present paper was based on an evaluation of the system which operates for National Curriculum testing in England. Four underlying objectives were identified: the measurement objective, the political objective, the educational objective and the psychological objective. Although there is reason to believe that such goals can be achieved through appeal systems, there are major threats to achieving them, many of which appear to be inevitable. These threats are examined within the paper and implications for policy and practice are explored. [ABSTRACT FROM AUTHOR]

Developing learning programmes to enhance the formation of generic skills is an international concern in education and training policy. This paper provides a broad survey of the development of generic skills policy in England from 1975 to 2002, drawing on both the economic and educational literature. It demonstrates that, despite an evident demand for generic skills in the English economy, successive waves of education and training policy intended to stimulate the supply of such skills have failed to deliver the desired results. Such failure is accounted for using a policy instruments and institutions framework. This suggests that the failure of generic skills policy can be attributed to a combination of weak policy design, the interaction of generic skills policy with other market-led reforms of education and training in England, and broader exogenous socio-economic trends. The paper concludes that current initiatives to develop key skills for all 16-19 learners in England are unlikely to succeed without substantial changes in the current education policy environment. [ABSTRACT FROM AUTHOR]

This paper proposes a multilevel modelling approach to the analysis of social segregation in schools. Using data on free school meal eligibility it shows that the underlying variation between schools for the period 1994-1999 has increased. It also shows that the change is greater for selective than non-selective local education authorities (LEAs). It is suggested that the approach of this paper can be applied generally to the modelling of social segregation at institution level. [ABSTRACT FROM AUTHOR]

The coming of LEAs in 20th-century England presented an administrative challenge and an information explosion as the local state worked to meet both local and national educational policy demands. This paper will analyse the ways in which the organisation of knowledge was enlisted into the service of local education policy-making. It will argue that the collection of data by the local state involved both the construction of knowledge and its ordering. These processes in turn involved the creation of an 'education archive', an archive in which ideas about pupils and communities were embedded and genealogies of identity created. The paper will be illustrated through a case study of Birmingham LEA. In particular, use will be made of the Education Census, 1907-1970. [ABSTRACT FROM AUTHOR]

This research-based paper attempts to describe a continuum of delivery choices available to school and college managers by which Key Skills can be introduced as part of Curriculum 2000. It describes the pressure to integrate, the illusion of contextualisation and the consequent pre-eminence of staff competence as a determining influence on the effectiveness of the delivery structure. It describes some problems associated with integration and the relative efficiency and effectiveness of discrete and integrated delivery. The paper goes on to define a continuous array of mixed modes of delivery, the levels of support required to underpin them, the external influences that impinge on the process of their selection and the effectiveness of monitoring and tracking systems. [ABSTRACT FROM AUTHOR]

The Poetry Research Project 1998 continues work begun in 1982 which analysed the practice of secondary school teachers when teaching poetry and their attitudes towards it. Then some 170 teachers in a single Local Education Authority (LEA) completed a lengthy questionnaire and a number were interviewed. The information gained by this means highlighted both good practice and a number of problem areas which teachers encountered. Sixteen years after that first survey, and following considerable change in the teaching of English and of poetry as a result of such initiatives as the National Curriculum, the survey was repeated with a group of over one hundred teachers from the same LEA. This, the first of two papers, reports mainly on teachers' attitudes to poetry, particularly the reading, writing and discussion of poetry and upon their concerns. The second paper, to be published in the Oxford Review of Education, March 2000, considers the effects of the National Curriculum, of SATs and of changes in examinations at 16+. [ABSTRACT FROM AUTHOR]

Educational use of the Internet forms one of the cornerstones of Labour government policy, primarily via the construction of the 'National Grid for Learning' which aims to connect every school in the UK to the Internet by 2002. In this paper we report on the extent to which schools are already buying into information and communications technology (ICT) and in particular the Internet, effectively examining the foundations upon which the Learning Grid is being constructed. Via an empirical study of 150 current school websites we will argue that schools adopt a variety of approaches to the Internet and Worldwide Web depending upon the technological and institutional capital of the school, and that far from being utilised solely for educational purposes, the Internet provides an additional tool through which schools seek to reaffirm or reconstruct their existing institutional identities with varying levels of success. The paper concludes by adopting a semiotic framework for analysing the differential use of the Internet by educational institutions. [ABSTRACT FROM AUTHOR]

ABSTRACT Although the 'Third World' is not a formal subject and plays a minimal role in the National Curriculum Orders for England, this paper argues that in its constructions of 'self, 'world' and 'other' it is a potent element of the English school curriculum. Using ethnographic data from two schools and theoretical insights from post-colonialism, development studies and social theory, the paper conceptualises its communication in terms of debates around difference. Three perspectives are identified through which the 'Third World' is communicated in the curriculum--development, charity and multiculturalism. These are analysed in relation to their constructions of difference. The paper suggests that contradictions between and within them reflect a process of change in which a more critical knowledge of the 'Third World' in the curriculum is emerging. The paper concludes with some observations on the factors constraining this process and some recommendations for policy and further research. [ABSTRACT FROM AUTHOR]

This paper reports on the findings of a research project which explored the value for secondary school teachers of consulting with pupils about the curriculum. Twenty volunteer teachers across a range of subject areas in an 11-18 and three 11-16 secondary schools in a city in the East Midlands of England were given an open-ended remit to experiment for a year with written feedback from some of their classes about their learning. At the end of the year, both they and a sample of their pupils were interviewed about the opportunities and challenges which this approach had presented and the extent to which there had been changes in the quality of teaching and learning in their classrooms as a result of pupil consultation. Three types of consultation emerged from interview transcripts: 'proactive', 'managerial' and 'constrained'. Whereas 'proactive' approaches had the potential to transform classroom activity systems, 'managerial' and 'constrained' approaches impacted less radically on the quality of teacher-pupil relationships. [ABSTRACT FROM AUTHOR]

Despite there being significant numbers of state maintained Catholic schools in England, they have, until recently, proved to be of interest only to a minority of researchers. Government initiatives to promote greater scrutiny and accountability through the publication of school test and examination results have generated interest in their academic performance from proponents and critics. Early attempts by government to compare school performance using 'raw' examination and test scores were severely criticised. Newly introduced 'Contextualised Value Added' measures, when correctly applied, have largely overcome the deficiencies of earlier datasets. This paper presents new CVA performance data provided by Ofsted that may help the debate about Catholic school effectiveness to progress. Possible reasons for the CVA findings are explored and further areas for research are suggested. [ABSTRACT FROM AUTHOR]

This paper is concerned with segregation and school selectivity in secondary schools with a religious character in London, England. Analyses of the characteristics of pupils at religious and non-religious schools reveal that the former tend to cater predominantly for pupils from particular religions and/or denominations and ethnic groups, so fostering segregation. In addition, they educate, in the main, pupils who are from more affluent backgrounds and with higher levels of prior attainment than pupils in non-religious schools. Moreover, the evidence suggests that some 'elite' secondary schools are 'selecting in' and 'selecting out' particular pupils. A range of different admissions criteria and practices are identified which appear to foster school selectivity. It is argued that there may have been a distortion of mission for at least some religious schools given that they were originally set up to educate the poor. Implications for policy are discussed. [ABSTRACT FROM AUTHOR]

Recent policy in England has suggested that educational outcomes will be raised if schools specialise in particular subjects. In contrast, calls for the reform of 16-19 education have suggested that these outcomes will be improved if students become less specialised in their studies. At present, there is a limited evidence base from which to judge these arguments. In particular, we do not know the extent to which students' achievements in 16-19 education are higher when they choose subjects which play to their perceived strengths. We also do not know whether students are more likely to choose to study subjects taught by more effective departments. That is, outcomes may be affected by the relative strengths of students or departments in circumstances where there is freedom to choose. In this paper we provide evidence of the existence and strength of these relationships. This evidence suggests that reducing the scope within schools for specialisation or competition will reduce average student attainment and these effects ought to be taken into account when evaluating alternative curriculum policies. [ABSTRACT FROM AUTHOR]

This paper argues that before Learning Support Assistants (LSAs) can begin to contribute to the realisation of inclusive possibilities in and for education, critical attention must be given to the ways educational difficulties and space are considered and produced within educational institutions. A detailed study of a sixth form college in the south of England is drawn upon to elucidate the ways in which fixed and exclusionary perspectives on educational difficulties can entwine with prescriptive views of and approaches to educational space to marginalise LSAs and the students who received their support. Inclusive conceptualisations of both educational difficulties and space are developed to illuminate the potential of the LSAs to make unique and useful contributors to educational institutions. [ABSTRACT FROM AUTHOR]

Students in Further Education colleges in England read and write in many different kinds of ways in different areas of their everyday lives. As part of their participation in Further Education, these students face a multitude of literacy demands: through the bureaucracies of the college, the pedagogic content of their courses, the textual nature of assessment, and the development of new practices of reading and writing relating to their intended workplaces. Drawing upon evidence from research with students and staff at four FE colleges in England and Scotland, this paper presents the argument that students actively participate within this textual world. They elect to engage with some texts and to ignore others, depending upon the value they judge the text to have, the relevance they think it holds to their lives or courses, and the extent to which they are able to access the text and its meanings. This challenges a popular deficit discourse which assumes FE students' lack of literacy: rather than seeing the student as the 'problem' behind the lack of engagement with some texts, the text can be seen as the 'problem' if it has failed to engage the student. [ABSTRACT FROM AUTHOR]

In many western countries, government statements about the need to recruit more men to primary teaching are frequently supported by references to the importance of male teachers as role models for boys. The suggestion is that boys will both achieve better and behave better when taught by male teachers, because they will identify with them and want to emulate their behaviour. However, this has not been supported by research evidence. This paper draws on data from an ESRC-funded project involving interviews with 307 7-8 year old children in England (half taught by male and half by female teachers). Focusing on gender, it analyses children's responses about their relationships with their teachers and about figures that they would like to emulate (both in school and outside). [ABSTRACT FROM AUTHOR]

This paper examines trends in social class inequalities in young people's educational attainment and HE entry between the mid-1980s and the end of the 1990s in England and Scotland. Using time-series data derived from the Scottish School Leavers Surveys and the England (and Wales) Youth Cohort Study, changes in both absolute and relative social class differences within and across the two countries were analysed through the use of a series of ordered logits. The results show that Scotland has higher educational attainment rates but also higher social class inequalities than England. Moreover, while in England social class inequalities at upper-secondary and tertiary level have declined over time, in Scotland no evidence of such trend has been found. The conclusions highlight that possible explanations for these patterns reside in the different features of the two education systems and in the remarkable educational success of the Scottish middle class. [ABSTRACT FROM AUTHOR]

The English Learning and Skills Sector (LSS) contains a highly diverse range of learners and covers all aspects of post-16 learning with the exception of higher education. In the research on which this paper is based we are concerned with the effects of policy on three types of learners - unemployed adults attempting to improve their basic skills in community learning settings, younger learners on Level 1 and 2 courses in further education colleges, and employees in basic skills provision in the workplace. What is distinctive about all three groups is that they have historically failed in, or been failed by, compulsory education. What is interesting is that they are constructed as 'problem learners' in learning and skills sector policy documents. We use data from 194 learner interviews, conducted during 2004/5, in 24 learning sites in London and the North East of England, to argue that government policy assumptions about these learners may only be 'half right'. We argue that such assumptions might be leading to half-right policy based on incomplete understandings or surface views of learner needs that are more politically constructed than real. We suggest that policy-makers should focus more on systemic problems in the learning and skills sector and less on problematising groups of learners. [ABSTRACT FROM AUTHOR]

The National Numeracy Strategy was introduced in England in 1998 to reform mathematics teaching in all primary schools. The strategy has been widely implemented and this paper investigates some of the changes that are evident after the first five years. Reporting a comparison between studies in 1998 and 2003 of pupils’ calculating strategies for division, this study shows a small improvement overall but lack of the uniformity that may be expected from a national Strategy. Structured written recording, progressively developed from more intuitive understanding, was not evident in much of the pupils’ work. In some schools there was success with the new ‘chunking’ written method, identified in the Framework as ‘informal’, while in less successful schools, pupils continued to use various informal and inefficient strategies. While in 1998 success of boys and girls was not significantly different, in 2003 the boys were more successful. The boys made more use of informal working and mental strategies, while the girls relied on more structured written methods and in the schools where girls did better they used mostly the chunking algorithm. [ABSTRACT FROM AUTHOR]

This paper explores changes in the pre‐school education market in England since the Labour Government came into office in 1997. It focuses in particular on quality, availability and affordability and in so doing explores issues of equity. It will be argued that whilst overall levels of pre‐school educational provision have increased, there are still not enough places, costs are too high for some and the quality is variable. In the light of research evidence indicating greater cognitive and social progress in certain types of pre‐school provision, it is argued that there is a particular need to improve access to such forms of provision as they can enhance the educational and social outcomes of children from disadvantaged backgrounds. A number of policy changes are proposed in order to enhance the quality, availability and affordability of pre‐school education for children from disadvantaged backgrounds. [ABSTRACT FROM AUTHOR]

This study situates Green’s educational philosophy and practice in the context of his overall approach to philosophy. In Green’s view, education should aim at the realisation of the common good, but what Green means by this term is closely connected to his views on human nature, ethical endeavour and indeed the evolution of human history. These ideas are central to his main philosophical works. For Green the common good is to be found in the achievement of qualities of mind or character which involve the individual making the best of himself/herself. The content of education and particularly the development of reason assist centrally in this process. Access to resources and education are important conditions for achieving the common good, but since they involve scarce resources and competition for them, they are not part of the common good as such. The paper goes on to link these ideas with Green’s account of citizenship and his involvement with school and university education in Oxford. [ABSTRACT FROM AUTHOR]

Despite there being significant numbers of state maintained Catholic schools in England, they have until recently proved to be of interest only to a minority of researchers, usually those directly involved in their promotion. New Government initiatives encouraging further diversity in the provision of schools have proved controversial and, in reopening the religious debates of the 19 th and early 20 th centuries, have prompted interest in the academic performance of Church schools. This paper takes a longitudinal approach in reviewing information already in the public domain, as well as presenting new evidence based on national examination performance data. Standards of academic attainment at Key Stage 4 in Catholic schools compare favourably with national norms. Such schools are particularly effective with more socially disadvantaged pupils and, as such, appear to offer much to the common good of society. Further areas for research are suggested. [ABSTRACT FROM AUTHOR]

This brief paper is a commentary on a piece of work recently published in the Oxford Review of Education (Goldstein & Noden, 2003) which purports to create a multi-level model of the social segregation between schools in England 1994-1999. Segregation, as a measure of the (un)evenness of the distribution of disadvantaged students between schools, is an important characteristic of the school system, related to social cohesion and school effects (Gorard a at, 2003). Probably the first thing to note about the `new' approach by Goldstein and Noden to measuring such segregation is that, if we accept the findings at face value, then it produces results that have already been published (e.g. Gorard, 2000). Their substantive findings are that segregation between schools in England rose slightly from 1994 to 1999, and that areas with academic selection or a high proportion of schools with control over their own admissions tend to have higher and rising levels of social segregation. As is so often the case in practice (Gorard, 2003a), the use of multi-level modelling (MLM) in this instance tells us nothing new. MLM here appears to confirm results obtained using the far simpler approach of analysing segregation at varying levels of aggregation. In fact, this appearance is deceptive because Goldstein and Noden were not measuring segregation at all.

In this paper, we examine the methods by which candidates are selected for the Oxford Medical School in the light of the literature on assessment in general and candidate selection in particular. We review changes in the process that attempt to capture the best of evidence-supported practice while preserving or enhancing the features identified as being peculiar strengths of the Oxford learning environment. These changes aim to improve fairness, reliability and validity, while permitting candidate-specific approaches that allow for differences of prior experience and opportunity. Over the last three years, the outcome has been a marked convergence between the approaches to selection in Oxford with commonly accepted standards of assessment. [ABSTRACT FROM AUTHOR]

This paper focuses on the impact of the transition into higher education upon facets of students' academic self-concept. Drawing upon data collected from undergraduate students at three universities in the north of England it considers the question: does moving from a relatively small pond (sixth form or college) where many students are likely to feel like fairly 'big fish', to a larger pond (university) where most students are likely to feel like much 'smaller fish', affect academic self-concepts? Results suggest that self-concept changes are gender-specific. Overall, female students displayed a significant decline in academic self-concepts in some domains over the transition into higher education, whilst the self-concept levels of the men did not change significantly. A number of possibilities are explored to explain the gendered nature of this finding. [ABSTRACT FROM AUTHOR]

This paper gives as full an overview of the patterns of provision made in England for disaffected and excluded pupils and those said to have emotional and behavioural difficulties (EBD) in England as the available data allow. It draws upon government statistics, local education authorities' (LEAs') first 'Behaviour Support Plans' and related literature. The BSPs were intended by the English government, but sometimes failed to give, comprehensive accounts of current local provision and future inter-agency plans. However, when analysed alongside government figures, certain features become clear. While in 1998 local education authorities were attempting to move towards prevention and on-mainstream-school site interventions, the need for off-site special units ('Pupil Referral Units') continued to increase and the numbers of pupils in EBD special schools remained roughly constant. Despite national pressure to move towards the inclusion of all pupils, LEAs continued to find it impossible to educate a small percentage of pupils with behavioural difficulties on mainstream sites. [ABSTRACT FROM AUTHOR]

The views of a range of teachers towards South Asians in schools and colleges in Birmingham are explored in this paper. Based on 23 teachers, often senior in nature, from 11 educational institutions (9 schools [1 independent, 2 selective, 6 comprehensive] and 2 further education colleges), analysis of attitudes is in relation to gender and religion; socialisation and language differences between South Asian groups; and teacher ethnicity and antiracist multicultural education policy. It was broadly found that teachers viewed the education of South Asians based on the modus operandi of the educational institution they represented as well as the way in which differing South Asians based on socio-economic status, ethnicity and gender were thought to act and behave. There are implications for how South Asians are perceived as individuals as well as groups by teachers, as well as how schools can make a real attempt to improve existing home–school relations. [ABSTRACT FROM AUTHOR]

The recent concern with the apparent 'under-achievement' of boys in England's comprehensive schools has led schools to review the potential of single-sex classes as a means of improving performance. This paper reviews the arguments for such a strategy, in the context of one school where such an approach has underpinned the organisation of the school through the last three decades. We examine the rationale behind the original decision to implement single-sex teaching, consider the evolution of the curriculum through time, and discuss the strengths and weaknesses of this mode of organisation from the varying perspectives of parents, students and teachers. We consider whether the strategy has contributed to an improvement in the achievement levels of girls, and discuss the extent to which single-sex teaching has the potential to have a positive impact in raising boys' performance. In reviewing the evidence, we conclude that the single-sex mode of teaching in the school is effective in contributing to high achievement levels, in many contexts providing a conducive and supportive environment for students' learning. We suggest that such groupings may offer more advantages for girls than for boys; we argue that the potential of the system will only be fully realised when it is explicitly recognised that girls and boys do respond differently, in certain contexts, to different teaching-learning styles. [ABSTRACT FROM AUTHOR]

ABSTRACT This paper examines and compares recent citizenship education policy documents from France and England and explores the extent to which they encourage inclusive or exclusive concepts of national identity and citizenship. Current policies are being developed in a context of perceived disillusionment and political apathy amongst the young. Whilst citizenship education has traditionally aimed to prepare young people to take their place in adult society and a national community, today the notion of a single national identity is increasingly questioned. Using framing questions from the International Association for the Evaluation of Educational Achievement (IEA) survey of civic education, we examine programmes of study in each country to determine the extent to which they promote human rights as shared values, make positive references to cultural diversity, and conceptualise minorities. We consider the potential of citizenship education thus defined to contribute towards the development of justice and equality in society and challenge racism and xenophobia. We note the strengths and limitations of each approach to education for citizenship and suggest what each might gain from the other. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This paper argues that, whether it is officially accepted in education policy and school curricula or not, where bilingual children are present in classrooms, so are their languages, and those languages are put to use in their learning. The increasingly sophisticated technologies of sound and visual recording have opened up new possibilities in revealing the sub rosa world of pupil interaction, and the part that languages play in the construction of pupil identities in the classroom. A detailed study of children at work in one inner city primary classroom illustrates the way in which pupil identities are jointly constructed through interaction. Children are not passive pawns in the socialisation processes of the school, but active participants, taking up different positions within the alternatives open to them through both pedagogic and peer discursive practices. [ABSTRACT FROM AUTHOR]

This paper uses data on Further Education (FE) colleges in England to examine the relationship between resources and performance. We model the relationship between inspection scores and resource levels to investigate whether colleges with greater expenditures perform better in terms of their inspections scores. Our findings, similar to others using different functional specifications, are that there is no evident positive link between unit resource levels and performance, but that a positive link between size and performance can be substantiated. The implications of this for policy and future research are discussed. [ABSTRACT FROM AUTHOR]

Hampshire LEA has carried out two longitudinal studies: from reception intake to the end of Year 2, and from the end of Year 2 to the end of Year 6. A total, respectively, of 161 and 114 schools and about 6400 and 4700 pupil records have been analysed. Test scores at baseline (entry to reception), Key Stage 1 and Key Stage 2 have been used, together with pupil and school level variables. Multilevel models have been fitted and show that schools differ along several dimensions, both by curriculum subject and by prior attainment of pupil. The research sought ways of communicating the results to head teachers in ways which were meaningful without destroying the underlying complexity of the relationships uncovered. The paper describes how this can be done, in ways which can assist the process of school improvement. [ABSTRACT FROM AUTHOR]