Gorard, Stephen's Books

How to Make Sense of Statistics

By: Stephen Gorard

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How to Make Sense of Statistics

By: Stephen Gorard

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.

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243

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SAGE

Published Date

ISBN 10

1529755867

ISBN 13

9781529755862

Quantitative Methods in Social Science Research

By: Stephen Gorard

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Quantitative Methods in Social Science Research

By: Stephen Gorard

This clever scheme builds on Gorard's previous book, Quantitative Methods in Educational Research. He has revised the original book in the light of experience and feedback, and has reworked it so that it includes more social science examples. Four chapters are entirely new.

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269

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A&C Black

Published Date

ISBN 10

1441144765

ISBN 13

9781441144768

Education Policy

Evidence of Equity and Effectiveness

By: Gorard, Stephen

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Education Policy

Evidence of Equity and Effectiveness

By: Gorard, Stephen

What has been done to achieve fairer and more efficient education systems, and what more can be done in the future? Stephen Gorard provides a comprehensive examination of crucial policy areas for education, such as differential outcomes, the poverty gradient, and the allocation of resources to education, to identify likely causes of educational disadvantage among students and lifelong learners. This analysis is supported by 20 years of extensive research, based in the home countries of the UK and on work in all EU28 countries, USA, Pakistan and Japan. This approachable, rich text brings invaluable insights into the underlying problems within education policy, and proposes practical solutions for a brighter future.

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271

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Policy Press

Published Date

ISBN 10

144734216X

ISBN 13

9781447342168

Overcoming Disadvantage in Education

By: Stephen Gorard,Beng Huat See

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Overcoming Disadvantage in Education

By: Stephen Gorard,Beng Huat See

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.

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372

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Routledge

Published Date

ISBN 10

113500952X

ISBN 13

9781135009526

Schools, Markets and Choice Policies

By: Stephen Gorard,John Fitz,Chris Taylor

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Schools, Markets and Choice Policies

By: Stephen Gorard,John Fitz,Chris Taylor

Resulting from research conducted into choice in secondary education, this text provides context, analysis and discussion. In assessing the impact of choice policies not only upon the education system, but also upon wider society, it provides insight intoeconomic and social segregation.

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244

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Psychology Press

Published Date

ISBN 10

0415304229

ISBN 13

9780415304221

Making Schools Better for Disadvantaged Students

The International Implications of Evidence on Effective School Funding

By: Stephen Gorard,Beng Huat See,Nadia Siddiqui

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Making Schools Better for Disadvantaged Students

The International Implications of Evidence on Effective School Funding

By: Stephen Gorard,Beng Huat See,Nadia Siddiqui

Around the world, governments, charities, and other bodies are concerned with improving education, especially for the lowest-attaining and most disadvantaged students. Making Schools Better for Disadvantaged Students presents detailed research into how poverty affects student segregation and underachievement in schools. It contains the first ever large-scale evaluation of how funding can best be used to lower the poverty attainment gap for disadvantaged students. Drawing on a wealth of empirical research from England, India, and Pakistan as well as worldwide reviews of relevant studies, the book presents high-quality evidence on the impact of funding policy initiatives, such as the Pupil Premium funding in England, and the many variations of similar schemes worldwide. It analyses education measures which have been put in place and discusses ways in which these can be used efficiently and fairly to allocate funding to students who are persistently at risk of underachievement. The book is unique in synthesising many forms of evidence from around the world and finding a definition of educational disadvantage that can be used fairly across different contexts. Offering significant implications for ways to improve educational outcomes for disadvantaged students, the book will be essential reading for students of education policy, sociology of education and educational practices, and all researchers, school leaders, and policy-makers working in this area.

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220

Publisher

Taylor & Francis

Published Date

ISBN 10

1000782360

ISBN 13

9781000782363

EBOOK: Combining Methods in Educational and Social Research

By: Stephen Gorard,Chris Taylor

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EBOOK: Combining Methods in Educational and Social Research

By: Stephen Gorard,Chris Taylor

“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 Leeds There 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.

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208

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McGraw-Hill Education (UK)

Published Date

ISBN 10

0335225179

ISBN 13

9780335225170

Adult Learning in the Digital Age

Information Technology and the Learning Society

By: Neil Selwyn,Stephen Gorard,John Furlong

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Adult Learning in the Digital Age

Information Technology and the Learning Society

By: Neil Selwyn,Stephen Gorard,John Furlong

This engaging book sheds light on the ways in which adults in the twenty-first century interact with technology in different learning environments. Based on one of the first large-scale academic research projects in this area, the authors present their findings and offer practical recommendations for the use of new technology in a learning society. They invite 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 the wider social, economic, cultural and political realities of the information age and the learning society. Adult Learning addresses key questions and provides a sound empirical foundation to the existing debate, highlighting the complex realities of the learning society and e-learning rhetoric. It tells the story of those who are excluded from the learning society, and offers a set of strong recommendations for practitioners, policy-makers, and politicians, as well as researchers and students.

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239

Publisher

Routledge

Published Date

ISBN 10

1134248962

ISBN 13

9781134248964

Research Design

Creating Robust Approaches for the Social Sciences

By: Stephen Gorard

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Research Design

Creating Robust Approaches for the Social Sciences

By: Stephen Gorard

Research design is of critical importance in social research, despite its relative neglect in many methods resources. Early consideration of design in relation to research questions leads to the elimination or diminution of threats to eventual research claims, by encouraging internal validity and substantially reducing the number of alternative explanations for any finite number of research ′observations′. This new book: discusses the nature of design; gives an introduction to design notation; offers a flexible approach to new designs; looks at a range of standard design models; and presents craft tips for real-life problems and compromises. Most importantly, it provides the rationale for preferring one design over another within any given context. Each section is illustrated with case studies of real work and concludes with suggested readings and topics for discussion in seminars and workshops, making it an ideal textbook for postgraduate research methods courses. Based on the author′s teaching on the ESRC Doctoral Training Centre "Masters in Research Methods" at the University of Birmingham, and his ongoing work for the ESRC Researcher Development Initiative, this is an essential text for postgraduate researchers and academics. There is no book like Research Design on the market that addresses all of these issues in an easy to comprehend style, for those who want to design research and make critical judgements about the designs of others.

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234

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SAGE

Published Date

ISBN 10

1446290859

ISBN 13

9781446290859

The Trials of Evidence-based Education

The Promises, Opportunities and Problems of Trials in Education

By: Stephen Gorard,Beng Huat See,Nadia Siddiqui

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The Trials of Evidence-based Education

The Promises, Opportunities and Problems of Trials in Education

By: Stephen Gorard,Beng Huat See,Nadia Siddiqui

The Trials of Evidence-based Education explores the promise, limitations and opportunities 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. The results and implications of over 20 studies conducted by the authors are combined with large number of studies from systematic reviews, and their implications are spelled out for the research community, policy-makers, schools wanting to run their own evaluations and practitioners using evidence in this well-structured and thoughtful text.

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215

Publisher

Taylor & Francis

Published Date

ISBN 10

1315456885

ISBN 13

9781315456881

Using Everyday Numbers Effectively in Research

By: Stephen Gorard

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Using Everyday Numbers Effectively in Research

By: Stephen Gorard

Illustrates how numbers can be used successfully for research purposes - without you ever having to consider confidence intervals, probability densities, Gaussian distributions, or any of those complicated and generally useless things that appear in treatises on statistics. This guide is useful for educational and social science researchers.

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113

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A&C Black

Published Date

ISBN 10

0826488307

ISBN 13

9780826488305

Teach Yourself 101 Key Ideas Information Technology

By: Stephen Gorard,Neil Selwyn

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Teach Yourself 101 Key Ideas Information Technology

By: Stephen Gorard,Neil Selwyn

This text aims to provide an overview of issues surrounding the development, use and consequences of information technology in modern society. Topics covered include key concepts, hardware, software, uses of IT and the effects of IT on society.

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116

Publisher

McGraw-Hill Companies

Published Date

ISBN 10

0071396675

ISBN 13

9780071396677

Teacher Supply

The Key Issues

By: Stephen Gorard,Beng Huat See,Emma Smith,Patrick White

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Teacher Supply

The Key Issues

By: Stephen Gorard,Beng Huat See,Emma Smith,Patrick White

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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210

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A&C Black

Published Date

ISBN 10

1847144012

ISBN 13

9781847144010

Creating a Learning Society?

Learning Careers and Policies for Lifelong Learning

By: Gorard, Stephen,Rees, Gareth

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Creating a Learning Society?

Learning Careers and Policies for Lifelong Learning

By: Gorard, Stephen,Rees, Gareth

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.

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208

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Policy Press

Published Date

ISBN 10

1861342861

ISBN 13

9781861342867

Creating a Learning Society?

Learning Careers and Policies for Lifelong Learning

By: Gorard, Stephen,Rees, Gareth

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Creating a Learning Society?

Learning Careers and Policies for Lifelong Learning

By: Gorard, Stephen,Rees, Gareth

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208

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Policy Press

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1861342861

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9781861342867

Education Policy

Evidence of Equity and Effectiveness

By: Gorard, Stephen

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Education Policy

Evidence of Equity and Effectiveness

By: Gorard, Stephen

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271

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Policy Press

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ISBN 10

144734216X

ISBN 13

9781447342168

Quantitative Methods in Educational Research

The Role of Numbers Made Easy

By: Stephen Gorard

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Quantitative Methods in Educational Research

The Role of Numbers Made Easy

By: Stephen Gorard

This is a comprehensive guide to quantitative research, rooted in the author's own teaching and research. In particular, it challenges both the student who "does not do numbers" and the student who does nothing but numbers (and who therefore fails to interpret or challenge his/her results). The book shows how all educational researchers need to "do" quantitative research, even if only in the sense of reading other people's research findings. In fact, the book argues that the conventional distinction between primary and secondary research data is inadequate, since there is enormous need/opportunity for conducting research through using and reinterpreting secondary data. This leads to one of the main selling points of the book - Gorard's idea of the "idle researcher", who makes valuable contributions to the research literature by using data gathered by other researchers.

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219

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Bloomsbury Publishing

Published Date

ISBN 10

1441196714

ISBN 13

9781441196712

Overcoming the Barriers to Higher Education

By: Stephen Gorard

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Overcoming the Barriers to Higher Education

By: Stephen Gorard

There are serious inequalities in participation in post-compulsory education and training related to socio-economic status, gender, ethnicity and other characteristics. Such inequalities are reproduced and exacerbated in higher education. This book is based on a review of research evidence that explores whether these social and familial patterns can be interrupted via educational and other interventions. The answer lies in taking a radically new lifelong approach, considering changes over time and examining earlier life factors that influence participation - such as family, peer-group and initial education. All these factors help to build the learning trajectory of individuals that leads them to consider HE as a possibility. The impressive results of this review of evidence make this book essential reading for practitioners and policy-makers concerned with widening participation, and for academics.

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154

Publisher

Trentham Books Limited

Published Date

ISBN 10

185856414X

ISBN 13

9781858564142

The Trials of Evidence-based Education

The Promises, Opportunities and Problems of Trials in Education

By: Stephen Gorard,Beng Huat See,Nadia Siddiqui

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The Trials of Evidence-based Education

The Promises, Opportunities and Problems of Trials in Education

By: Stephen Gorard,Beng Huat See,Nadia Siddiqui

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215

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Taylor & Francis

Published Date

ISBN 10

1315456885

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9781315456881

Using Everyday Numbers Effectively in Research

By: Stephen Gorard

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Using Everyday Numbers Effectively in Research

By: Stephen Gorard

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113

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A&C Black

Published Date

ISBN 10

0826488307

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9780826488305

Teacher Supply

The Key Issues

By: Stephen Gorard,Beng Huat See,Emma Smith,Patrick White

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Teacher Supply

The Key Issues

By: Stephen Gorard,Beng Huat See,Emma Smith,Patrick White

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209

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A&C Black

Published Date

ISBN 10

1847144012

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9781847144010

EBOOK: Combining Methods in Educational and Social Research

By: Stephen Gorard,Chris Taylor

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EBOOK: Combining Methods in Educational and Social Research

By: Stephen Gorard,Chris Taylor

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208

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McGraw-Hill Education (UK)

Published Date

ISBN 10

0335225179

ISBN 13

9780335225170

Overcoming Disadvantage in Education

By: Stephen Gorard,Beng Huat See

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Overcoming Disadvantage in Education

By: Stephen Gorard,Beng Huat See

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372

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Routledge

Published Date

ISBN 10

113500952X

ISBN 13

9781135009526

Equity in Education

An International Comparison of Pupil Perspectives

By: Stephen Gorard,Emma Smith

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Equity in Education

An International Comparison of Pupil Perspectives

By: Stephen Gorard,Emma Smith

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.

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205

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Springer

Published Date

ISBN 10

0230277330

ISBN 13

9780230277335

Adult Learning in the Digital Age

Information Technology and the Learning Society

By: Neil Selwyn,Stephen Gorard,John Furlong

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Adult Learning in the Digital Age

Information Technology and the Learning Society

By: Neil Selwyn,Stephen Gorard,John Furlong

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239

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Routledge

Published Date

ISBN 10

1134248962

ISBN 13

9781134248964

Schools, Markets and Choice Policies

By: Stephen Gorard,John Fitz,Chris Taylor

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Schools, Markets and Choice Policies

By: Stephen Gorard,John Fitz,Chris Taylor

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244

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Psychology Press

Published Date

ISBN 10

0415304229

ISBN 13

9780415304221

Two Dimensions of Time

The Changing Social Context of Lifelong Learning

By: Stephen Gorard,Gareth Rees,Ralph Fevre

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Two Dimensions of Time

The Changing Social Context of Lifelong Learning

By: Stephen Gorard,Gareth Rees,Ralph Fevre

This study is part of a regional study in industrial South Wales on the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. The study combines contextual analysis of secondary data about education and training providers with a regional study of several generations of families in South Wales (a door-to-door survey of 1,104 representative householders), semi-structured interviews, and taped oral histories conducted in 1996-97. This study reports evidence emphasizing the importance of social background as a determinant of patterns of participation in adult education and training. By investigating the potential predictors of these patterns, the study finds that school-based qualifications are not particularly significant but are themselves predictable from an individual's background characteristics. Lifelong patterns of participation are highly predictable, although the theoretical model used here to explain them also involves individual rationality. The situation is changing, however. Over the 50 years covered by the survey data, while initial education has lengthened, later participation in formal learning has decreased in frequency, duration, and the proportion funded by employers. Thus, while extended initial education is now far less determined by socioeconomic characteristics, including gender, later education and training is slightly more determined by socioeconomic characteristics, especially gender. (Contains 40 references.) (KC)

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187233024X

ISBN 13

9781872330242

How to Spot a Lifelong Learner at 40 Paces?

The Two Components of Determination

By: Stephen Gorard,John Furlong,Ralph Fevre,Gareth Rees

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How to Spot a Lifelong Learner at 40 Paces?

The Two Components of Determination

By: Stephen Gorard,John Furlong,Ralph Fevre,Gareth Rees

This paper considers the social and structural determinants of adult participation in education and training. Section 1 deals with 11 lifetime learning trajectories identified from a systematic stratified sample of 1,104 education and training histories collected from respondents aged 15-65 in industrial South Wales. For the purposes of the paper, they are analyzed at a higher level of abstraction, with only five categories: non-participant, delayed, transitional, lifetime, and immature. This section is a simple report of empirical findings relating to the similarities and differences between the trajectories in terms of the major variables. These findings form the basis of an outline hypothesis of the social and structural determinants of participation in lifelong learning, which section 2 makes explicit. Section 3 tests the hypothesis by attempting to predict which post-compulsory trajectory each respondent will follow, using only variables not used in the classification into trajectories. A conclusion finds the determinants of participation in adult education and training are not linearly progressive; the two-component model of determination suggests that immediate further and higher education histories are predictable from privileged family background, while later learning is more dependent on changing opportunities, motivation, and learner identity. Appendixes include classification of trajectories, data tables, and trajectory determinants. Contains 25 references. (YLB)

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ISBN 10

187233010X

ISBN 13

9781872330105

Learning Trajectories

Some Voices of Those "in Transit"

By: Gareth Rees,Ralph Fevre,John Furlong

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Learning Trajectories

Some Voices of Those "in Transit"

By: Gareth Rees,Ralph Fevre,John Furlong

This study is part of a regional study in industrial South Wales on the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. The study combines contextual analysis of secondary data about education and training providers with a regional study of several generations of families in South Wales (a door-to-door survey of 1,104 representative householders), semi-structured interviews, and taped oral histories conducted in 1996-97. This study uses brief accounts from the interviews to examine the social determinants of adult participation and training as identified in earlier papers (Working Papers 7 and 9). The individuals' participation in adult learning is defined in this study within an empirically derived typology of learning trajectories. Treating these types as a dependent variable, the analysis identifies age, cohort, period, and location effects as well as considering their relationships to other variables such as respondent characteristics, personal and societal opportunities, and economic conditions. The study found that the most important determinants of participation in further education are time and place. The study concluded that ameliorating inequalities in society could make alternative learning trajectories available to more people, and it is worth doing, even if economic benefits do not accrue. (Contains 42 references.) (KC)

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ISBN 10

1872330126

ISBN 13

9781872330129

A Preliminary Consideration of the Impact of Market Forces on Educational Standards

By: Stephen Gorard,Chris Taylor

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A Preliminary Consideration of the Impact of Market Forces on Educational Standards

By: Stephen Gorard,Chris Taylor

This paper considers the possible impact of market forces on educational achievement in English and Welsh secondary schools. A major argument made by market advocates in favor of extending programs of school choice was that this would drive up standards. However, despite 12 years of relevant experience in the United Kingdom, it remains very difficult to test this claim. This paper examines practical difficulties in conducting research, then presents three possible models for considering changes in academic standards over time. It discusses what an appropriate control group would be when assessing the impact of choice and how researchers can otherwise control for the impact of student background. The results are inconclusive, and possibly even contradictory. The measures, such as GCSE and A levels, extending back to 1988 and beyond, have increased in prevalence. In terms of these measures, students from state-funded schools have reduced the gap between their achievement and that of students from fee-paying institutions. However, it is not clear that these developments are market related. There is also no evidence that these improvements indicate any weakness in the strong link between the socioeconomic background of students and their school outcomes. (Contains 57 references, 3 figures, and 1 table.) (SM)

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ISBN 10

1872330355

ISBN 13

9781872330358

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