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Offers a solutions-focused approach to tackling disadvantage in
schools. Based on evidence from large-scale research that includes
analysis of the National Pupil Database for England 2006-2021,
fieldworld in India and Pakistan and international studies.
Provides a working definition of educational disadvantage that is
relevant across different international contexts.
This book presents the doctoral dissertation process as not just a
way of getting a qualification or even a method of learning how to
do research better, but as a substantial and significant piece of
research in its own right. The book will inspire current and
prospective PhD scholars to take up ambitious and large-scale study
projects, dedicating this most important time to a worthy piece of
research. This edited collection provides real and outstanding
examples of multiple research design methodologies which will allow
doctoral researchers to develop a wide set of research skills,
leading to the development of a high-quality academic thesis from
which peer reviewed research papers and books can emerge. Each main
chapter presents the summary of a doctoral thesis, followed by
focused aspects from the projects where the contributors highlight
the development of a research design, the process involved in
executing the design, and present selected findings with their
implications. Each chapter concludes with the researchers'
experiences of learning through this journey and the implications
of the process for the development of the discipline and their own
career. Ideal reading for doctoral students and supervisors, this
book is a source of encouragement and motivation for new
researchers seeking to challenge general perceptions in the social
sciences that PhD or other doctoral research projects must be
small-scale rather trivial studies, but can instead produce robust
findings that have real-world implications.
Offers a solutions-focused approach to tackling disadvantage in
schools. Based on evidence from large-scale research that includes
analysis of the National Pupil Database for England 2006-2021,
fieldworld in India and Pakistan and international studies.
Provides a working definition of educational disadvantage that is
relevant across different international contexts.
This book presents the doctoral dissertation process as not just a
way of getting a qualification or even a method of learning how to
do research better, but as a substantial and significant piece of
research in its own right. The book will inspire current and
prospective PhD scholars to take up ambitious and large-scale study
projects, dedicating this most important time to a worthy piece of
research. This edited collection provides real and outstanding
examples of multiple research design methodologies which will allow
doctoral researchers to develop a wide set of research skills,
leading to the development of a high-quality academic thesis from
which peer reviewed research papers and books can emerge. Each main
chapter presents the summary of a doctoral thesis, followed by
focused aspects from the projects where the contributors highlight
the development of a research design, the process involved in
executing the design, and present selected findings with their
implications. Each chapter concludes with the researchers'
experiences of learning through this journey and the implications
of the process for the development of the discipline and their own
career. Ideal reading for doctoral students and supervisors, this
book is a source of encouragement and motivation for new
researchers seeking to challenge general perceptions in the social
sciences that PhD or other doctoral research projects must be
small-scale rather trivial studies, but can instead produce robust
findings that have real-world implications.
Worldwide, there has been considerable progress in the quality of
research evidence generated for use in education, but not the
equivalent growth in knowledge of how best to get this evidence
into actual use. Yet with far-reaching implications, all of
education is damaged when persuasive but poor-quality evidence has
widespread influence, or good research lies unused. Focused on the
work of the Durham University Evidence Centre for Education,
Getting Evidence into Education addresses this problem, examining
what can be done to improve the take-up of suitable research
evidence and inform the public service of education. Containing a
variety of case studies, from evidence-based policies for early
childhood education in Brazil, to the use of evidence on
contextualized admissions to Scottish universities, the volume
explores a variety of different ways to approach the problem,
addressing the questions: What is the existing evidence on
different approaches to getting research evidence into use? What
are the factors which influence the uptake of high-quality research
evidence by policy or practice? Which are the most effective
pathways for evidence-into-use in particular contexts? Considering
both the practical and ethical implications, the book builds
towards key recommendations for the research community,
practitioner bodies and policy-makers and advisors, directing them
on how to communicate better with each other for the benefit of
everyone.
Governments, local authorities, school leaders, and teachers all
over the world want to improve the educational attainment and
participation of all students, and to minimise any systematic
differences in outcomes for social and economic groups. A
particular concern is for those students from backgrounds that may
objectively disadvantage them at school and beyond. However,
considerable effort and money is currently being wasted on
policies, practices and interventions that have very little hope of
success, and that may indeed endanger the progress that is being
made otherwise. The poor quality of much education research
evidence, coupled with an unwillingness among users of evidence to
discriminate appropriately between what we know and do not know,
means that opportunities are being missed. At a time of reduced
public spending it is important that proposed interventions are
both effective and efficient. Overcoming Disadvantage in Education
is unique in the way that it: Shows where the solutions to
underachievement and poverty lie combines primary(new), secondary
(official) and published (review) evidence distinguishes between
those possible causes of underachievement that are largely fixed
for individuals, and those that are modifiable. There are
evidence-informed ways forward in handling under-achievement and
increasing social justice in education. This book shows which the
more likely approaches are, and where further work could yield
further benefits. This book will be a key text for students,
developing academic researchers and supervisors in the social
sciences, and for those research users charged with improving
educational outcomes.
First published in 1997, this study examines the trend towards
markets in UK schools, with a particular focus on fee-paying
schools in South Wales, by outlining the varied economic and
political arguments both for and against increased parental choice
and exploring parents' real reasons for using fee-paying schools.
Stephen Gorard destroys the cosy myth that fee-paying schools are
large, successful, charitable institutions catering chiefly for a
select group of privileged families. Instead, he reveals them as
typically privately owned, coeducational and with fewer than a
hundred pupils, based in a poorly-converted residential site with
few facilities. It is the first book which allows children's voices
to be heard fully in the context of debates on the choice of a new
school. Gorard has gathered the voices of parents and children via
observation, interview and survey, comparing them directly and
revealing stark differences in the perception of each generation.
Learning with technology is viewed globally as crucial to
establishing a skilled workforce and empowering citizens by
offering opportunities to those who would be otherwise excluded.
Governments around the world have therefore set targets and
developed policies to help all adults learn, work and live with the
support of information and communications technologies
(ICTs).
This illuminating and engaging book sheds light on the ways in
which adults in the 21st century interact with ICTs for learning at
home, work and within the wider community. Based on one of the
first large-scale academic research projects in this area, the
authors present their rich and detailed findings to generate
practical recommendations for the use of new technology in a
learning society, inviting debate on:
* why ICTs are believed to be capable of affecting positive change
in adult learning;
* the drawbacks and limits of ICT in adult education;
* what makes a lifelong learner;
* what people use ICT for in the home, work and community;
* the wider social, economic, cultural and political realities of
the information age and the learning society.
"Adult Learning in the Digital Age "addresses key questions and
provides a sound empirical foundation to the existing debate,
highlighting the 'messy' realities of the learning society and
'e-learning' rhetoric, and telling the story of those who are
excluded from the learning society, and offering a set of powerful
and stark recommendations for practitioners, policy-makers, and
politicians, as well as researchers and students.
First published in 1997, this study examines the trend towards
markets in UK schools, with a particular focus on fee-paying
schools in South Wales, by outlining the varied economic and
political arguments both for and against increased parental choice
and exploring parents' real reasons for using fee-paying schools.
Stephen Gorard destroys the cosy myth that fee-paying schools are
large, successful, charitable institutions catering chiefly for a
select group of privileged families. Instead, he reveals them as
typically privately owned, coeducational and with fewer than a
hundred pupils, based in a poorly-converted residential site with
few facilities. It is the first book which allows children's voices
to be heard fully in the context of debates on the choice of a new
school. Gorard has gathered the voices of parents and children via
observation, interview and survey, comparing them directly and
revealing stark differences in the perception of each generation.
Choice and selection are now cornerstones of education policies wherever these have been shaped by market economics. Now, as never before, schools can face uncertain futures, because their survival is determined by external factors such as admission policies and parental preferences. Because of the link between schooling, and housing and other public sector services, the implications of increasing choice extends well beyond education. Schools, Markets and Choice Policies brings together the findings of the most comprehensive research ever conducted into choice in secondary education, and provides in-depth context, analysis and discussion. In assessing the impact of choice policies not only upon the education system itself, but also upon wider society, it provides valuable insights into economic and social segregation. A groundbreaking contribution to the debate on the role of choice and market economies in education, this book will be essential reading for anyone involved in determining or implementing education policy at all levels.
The Trials of Evidence-based Education explores the promise,
limitations and achievements of evidence-based policy and practice,
as the attention of funders moves from a sole focus on attainment
outcomes to political concern about character-building and wider
educational impacts. Providing a detailed look at the pros, cons
and areas for improvement in evidence-based policy and practice,
this book includes consideration of the following: What is involved
in a robust evaluation for education. The issues in conducting
trials and how to assess the trustworthiness of research findings.
New methods for the design, conduct, analysis and use of evidence
from trials and examining their implications. What policy-makers,
head teachers and practitioners can learn from the evidence to
inform practice. In this well-structured and thoughtful text, the
results and implications of over 20 studies conducted by the
authors are combined with a much larger number of studies from
their systematic reviews, and the implications are spelled out for
the research community, policy-makers, schools wanting to run their
own evaluations, and for practitioners using evidence.
Worldwide, there has been considerable progress in the quality of
research evidence generated for use in education, but not the
equivalent growth in knowledge of how best to get this evidence
into actual use. Yet with far-reaching implications, all of
education is damaged when persuasive but poor-quality evidence has
widespread influence, or good research lies unused. Focused on the
work of the Durham University Evidence Centre for Education,
Getting Evidence into Education addresses this problem, examining
what can be done to improve the take-up of suitable research
evidence and inform the public service of education. Containing a
variety of case studies, from evidence-based policies for early
childhood education in Brazil, to the use of evidence on
contextualized admissions to Scottish universities, the volume
explores a variety of different ways to approach the problem,
addressing the questions: What is the existing evidence on
different approaches to getting research evidence into use? What
are the factors which influence the uptake of high-quality research
evidence by policy or practice? Which are the most effective
pathways for evidence-into-use in particular contexts? Considering
both the practical and ethical implications, the book builds
towards key recommendations for the research community,
practitioner bodies and policy-makers and advisors, directing them
on how to communicate better with each other for the benefit of
everyone.
Governments, local authorities, school leaders, and teachers all
over the world want to improve the educational attainment and
participation of all students, and to minimise any systematic
differences in outcomes for social and economic groups. A
particular concern is for those students from backgrounds that may
objectively disadvantage them at school and beyond. However,
considerable effort and money is currently being wasted on
policies, practices and interventions that have very little hope of
success, and that may indeed endanger the progress that is being
made otherwise. The poor quality of much education research
evidence, coupled with an unwillingness among users of evidence to
discriminate appropriately between what we know and do not know,
means that opportunities are being missed. At a time of reduced
public spending it is important that proposed interventions are
both effective and efficient. Overcoming Disadvantage in Education
is unique in the way that it: Shows where the solutions to
underachievement and poverty lie combines primary(new), secondary
(official) and published (review) evidence distinguishes between
those possible causes of underachievement that are largely fixed
for individuals, and those that are modifiable. There are
evidence-informed ways forward in handling under-achievement and
increasing social justice in education. This book shows which the
more likely approaches are, and where further work could yield
further benefits. This book will be a key text for students,
developing academic researchers and supervisors in the social
sciences, and for those research users charged with improving
educational outcomes.
Lifelong learning is a key government strategy - both in the UK and
internationally - to promote economic growth and combat social
exclusion. This book presents a highly innovative study of
participation in lifelong learning and the problems which need to
be overcome if lifelong learning policies are to be successful. It:
provides a systematic analysis, based on innovative empirical
research, of the social and economic realities which actually
determine patterns of participation in lifelong learning; shows
what the factors are that shape people's participation, or their
decision not to participate; offers new insights into the processes
of lifelong learning, which have important implications for the
development of more effective policies "Creating a learning
society?" is a stimulating read for lifelong learning
practitioners, as well as policy makers and researchers in this
field.
"Based on the views of teenagers across Europe and in the Far East,
this book argues that we need to reconsider how we judge schools
and what they are for. It shows that the treatment of pupils in
schools makes more difference to teenagers views on society, and on
what it means to be fair, than it does to differences in
attainment"--Provided by publisher.
Learning with technology is viewed globally as crucial to
establishing a skilled workforce and empowering citizens by
offering opportunities to those who would be otherwise excluded.
Governments around the world have therefore set targets and
developed policies to help all adults learn, work and live with the
support of information and communications technologies
(ICTs).
This illuminating and engaging book sheds light on the ways in
which adults in the 21st century interact with ICTs for learning at
home, work and within the wider community. Based on one of the
first large-scale academic research projects in this area, the
authors present their rich and detailed findings to generate
practical recommendations for the use of new technology in a
learning society, inviting debate on:
* why ICTs are believed to be capable of affecting positive change
in adult learning;
* the drawbacks and limits of ICT in adult education;
* what makes a lifelong learner;
* what people use ICT for in the home, work and community;
* the wider social, economic, cultural and political realities of
the information age and the learning society.
"Adult Learning in the Digital Age "addresses key questions and
provides a sound empirical foundation to the existing debate,
highlighting the 'messy' realities of the learning society and
'e-learning' rhetoric, and telling the story of those who are
excluded from the learning society, and offering a set of powerful
and stark recommendations for practitioners, policy-makers, and
politicians, as well as researchers and students.
The Trials of Evidence-based Education explores the promise,
limitations and achievements of evidence-based policy and practice,
as the attention of funders moves from a sole focus on attainment
outcomes to political concern about character-building and wider
educational impacts. Providing a detailed look at the pros, cons
and areas for improvement in evidence-based policy and practice,
this book includes consideration of the following: What is involved
in a robust evaluation for education. The issues in conducting
trials and how to assess the trustworthiness of research findings.
New methods for the design, conduct, analysis and use of evidence
from trials and examining their implications. What policy-makers,
head teachers and practitioners can learn from the evidence to
inform practice. In this well-structured and thoughtful text, the
results and implications of over 20 studies conducted by the
authors are combined with a much larger number of studies from
their systematic reviews, and the implications are spelled out for
the research community, policy-makers, schools wanting to run their
own evaluations, and for practitioners using evidence.
Supported by 20 years of extensive, international research, this
approachable text brings invaluable insights into the underlying
problems within education policy, and proposes practical solutions
for a brighter future.
Supported by 20 years of extensive, international research, this
approachable text brings invaluable insights into the underlying
problems within education policy, and proposes practical solutions
for a brighter future.
Based on the views of teenagers across Europe and in the Far East,
this book argues that we need to reconsider how we judge schools
and what they are for. It shows that the treatment of pupils in
schools makes more difference to teenagers' views on society, and
on what it means to be fair, than it does to differences in
attainment.
In a new textbook designed for students new to statistics and
social data, Stephen Gorard focuses on non-inferential statistics
as a basis to ensure students have basic statistical
literacy. Understanding why we have to learn statistics and
seeing the links between the numbers and real life is a crucial
starting point. Using engaging, friendly, approachable language
this book will demystify numbers from the outset, explaining
exactly how they can be used as tools to understand the
relationships between variables. This text assumes no
previous mathematical or statistical knowledge, taking the reader
through each basic technique with step-by-step advice, worked
examples, and exercises. Using non-inferential techniques, students
learn the foundations that underpin all statistical analysis and
will learn from the ground up how to produce theoretically and
empirically informed statistical results.
"This excellent book promises much and delivers a whole lot more.
It provides a description of the practicalities of combining
evidence from a variety of data collection modes in order to enrich
our responses to educational research questions. This is achieved
with thoroughness and clarity and even some wit. There are
outstanding teaching materials here.... This is the best book on
educational research methods published in this country for
decades." Professor Charles Desforges, University of Exeter "In
this timely and important contribution, Stephen Gorard and Chris
Taylor help us move beyond the wasteful schism of 'qualitative
versus quantitative' research by offering sound basic theorising
and extensive practical illustration of the combining of research
methods... I see their book as essential reading for anyone
concerned for effective educational and social research." Professor
Peter Tomlinson, University of LeedsThere is growing interest in
the possibilities of combining research approaches in education and
social sciences, as dissatisfaction mounts with the limitations of
traditional mono-method studies and with the schism between
quantitative and qualitative methods. This book argues the case for
combining multiple research methods, and provides much-needed
practical guidance for researchers who want to use this
mixed-methods approach. The authors believe that all research has
an over-arching logic and that, within this, the fruitful
combination of quantitative and qualitative methods is possible.
They develop the idea of the 'new' education and social researcher,
for whom the combination of approaches is a representation of a
diverse skills base, rather than a matter of ideological or
theoretical allegiance.The book outlines and evaluates methods that
are currently used, and looks at combining different methods across
and within studies, including complex interventions, Bayesian
approaches, new political arithmetic, triangulation, life histories
and design studies. It offers a radical, new and very simple way of
working with numbers.Drawing on examples across the social
sciences, this book is key reading for undergraduate and
postgraduate students in Education and social science courses with
a research element, as well as academics and professionals
undertaking research projects.
A guide to how to improve education by the increased use of good
research evidence. The largest evidence-base of its kind.
Issues concerning the supply of teachers are of perennial concern
to both policy-makers and researchers in the world of education.
This trenchant and wide-ranging study not only provides major new
research findings but also a re-interpretation of extant data.
Combining qualitative and (very extensive) quantitative research,
Teacher Supply provides a rigorous and iconoclastic treatment of
issues relating to the recruitment, quality, training, and
retention of teachers throughout the developed world and offers
important recommendations for the future.
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