Switch to: References

Citations of:

School Effectiveness for Whom? Challenges to the School Effectiveness and School Improvement Movements

Roger Slee, Gaby Weiner & Sally Tomlinson

British Journal of Educational Studies 47 (1):94-96 (1999)

Add citations

You must login to add citations.

Is 'School Effectiveness' Anti-Democratic?Terry Wrigley - 2003 - British Journal of Educational Studies 51 (2):89 - 112.details This paper explores the connections between School Effectiveness as a research paradigm and developments in policy and practice. With a particular focus on the English school system, 'effectiveness' is examined as a discourse which underpins the accountability regime, and in terms of its influence on the related field of School Improvement. Anti-democratic tendencies in areas such as school leadership, teacher professionalism, curriculum and pedagogy are related to a failure, at the heart of the 'effectiveness' concept, to give critical consideration to (...) social and educational aims. (shrink) Download Export citation Bookmark
Failing Boys and Moral Panics: Perspectives on the Underachievement Debate.Emma Smith - 2003 - British Journal of Educational Studies 51 (3):282 - 295.details The paper re-examines the underachievement debate from the perspective of the 'discourse of derision' that surrounds much writing in this area. It considers the contradictions and inconsistencies which underpin much of the discourse -- from a reinterpretation of examination scores, to the conflation of the concepts of 'under' and 'low' achievement and finally to the lack of consensus on a means of defining and measuring the term underachievement. In doing so, this paper suggests a more innovative approach for understanding, re-evaluating (...) Download Export citation Bookmark
Educational equity in poor urban contexts - exploring issues of place/space and young people's identity and agency.Carlo Raffo - 2011 - British Journal of Educational Studies 59 (1):1 - 19.details An enduring concern for educational policy in many affluent countries is the endemic nature of educational inequalities that are predominately located in poor urban contexts. Given the inabilities of school reform per se to deal with these inequalities, the paper focuses on issues of scarcity and spatial processes that are implicated in the formation of young people's educational identities - identities that then mediate the conversion of educational resources into educational attainments or achievements. Download Export citation Bookmark 2 citations
(1 other version)What is Multi–level Modelling For?Stephen Gorard - 2003 - British Journal of Educational Studies 51 (1):46-63.details This paper is intended to be a consideration of the role of multi-level modelling in educational research. It is not a guide on how to design or perform such an analysis. There are several references in the text to sources that teach the practicalities perfectly well, and the technique is anyway similar to other forms of regression and to analysis of variance. Rather, the paper describes what multi-level modelling is, why it is used, and what its limitations are. It does (...) Download Export citation Bookmark 5 citations
The Increasing Availability of Official Datasets: Methods, Limitations and Opportunities for Studies of Education.Stephen Gorard - 2012 - British Journal of Educational Studies 60 (1):77-92.details Download Export citation Bookmark

1