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Exploring pupil segregation between specialist and non-specialist schools

机译:探索专业学校与非专业学校之间的学生隔离

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摘要

One of the most significant developments within English education over the last decade has been the expansion of specialist schools as a means by which to promote diversity and drive improvement. While much research has examined the impact of specialist schools on outcomes such as attainment, little attention has been paid to the schools' demographic compositions or their potential for exacerbating segregation. Gorard and Taylor (2001) reported that specialist schools admitted proportionally fewer children from deprived backgrounds over time. Building on their work, this paper uses data from the Pupil Level Annual School Census and the Index of Multiple Deprivation to examine changing intakes of specialist and non-specialist schools between 2001/2 and 2004/5. Trends in segregation were not significantly associated with the presence or otherwise of specialist status in a school. However, they were significantly associated with foundation status and the presence of strong and/ or improving examination results. Such schools drew more 'privileged' intakes over time.
机译:过去十年来,英语教育领域最重要的发展之一就是扩大了专业学校,以此来促进多样性和推动改进。尽管有大量研究检查了专科学校对诸如成就等结果的影响,但很少关注学校的人口组成或加剧隔离的潜力。 Gorard和Taylor(2001)报告说,随着时间的流逝,专业学校按比例减少了被剥夺家庭背景的儿童。本文以他们的工作为基础,使用“小学生年度学校普查”和“多重剥夺指数”中的数据来研究2001/2至2004/5年间专业学校和非专业学校的入学率变化。隔离的趋势与学校是否存在专家身份并没有显着相关。但是,它们与基础状态以及强大和/或改善的检查结果显着相关。随着时间的流逝,这些学校吸引了更多的“特权”学生。

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  • 来源
    《Oxford Review of Education》 |2009年第4期|451-470|共20页
  • 作者

    Sonia R. Exley;

  • 作者单位

    Institute of Education, University of London, UK;

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  • 原文格式 PDF
  • 正文语种 eng
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  • 入库时间 2022-08-17 13:09:31

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