Sally Thomas
Biographic Data
| ID | 3983100 |
|---|---|
| NAME | Sally Thomas |
| GIVEN NAMES | Sally |
| FAMILY NAME | Thomas |
| SIGNATURE | THOMAS S |
| AFFILIATIONS | University of Bristol |
| ORCID | 0000-0001-9337-9168 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 44 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Exploring Chinese stakeholders’ perceptions of school inspection criteria in demonstrating educational quality
‘Closing the gap’
BSTRACTChildren ‘in care’ have, on average, lower educational attainment than their peers. This article tests the hypothesis that many of these children can ‘catch-up’, if in stable placements and secondary schools ‘apparently effective’ with other children with ‘similar’ difficulties. In a cohort of 542,998 16-year-old English children in mainstream schools, those in care for at least a year were on average 148,465 ranks behind their peers on me…
Frequency, Method, Intensity, and Health Sequelae of Sexual Choking Among U.S. Undergraduate and Graduate Students
Preceding group A streptococcus skin and throat infections are individually associated with acute rheumatic fever
INTRODUCTION: Acute rheumatic fever (ARF) is usually considered a consequence of group A streptococcus (GAS) pharyngitis, with GAS skin infections not considered a major trigger. The aim was to quantify the risk of ARF following a GAS-positive skin or throat swab. METHODS: This retrospective analysis used pre-existing administrative data. Throat and skin swab data (1 866 981 swabs) from the Auckland region, New Zealand and antibiotic dispensing d…
The education of children in care and children in need
We seek to explain the development of the educational gap between children in “out‐of‐home care” (CLA), children deemed in social need (CIN), and other pupils. A cohort of 642,805 pupils aged 16 in 2013 was used to chart the educational progress of the full cohort, the CLA ( n = 6,236), the CIN in 2012 or 2013 but not CLA ( n = 20,384), and a sample individually matched with the CLA ( n = 11,084). At age 7, attainment of the CLA and CIN was appro…
Value-added indicators for a fairer Chilean school accountability system
Although schools’ relative contribution to pupils’ progress is increasingly used in accountability systems around the world, momentum for value-added models (VAM) has not been reached in Chile. This small-scale study explores qualitatively the policy context in which this omission takes place, by analyzing policy documents and interviewing local policymakers and researchers about their views on VAM. These agents and official documents not only po…
Emerging perceptions of teacher quality and teacher development in China
This paper focuses on the work of senior high school teachers in three illustrative local authority regions of mainland China. It discusses interview and focus group data collected as part of ESRC/DfID-funded research which examined notions of quality as experienced by key stakeholders (national and local authority policy makers, teachers, head teachers and students). Building on previous international literature and current Chinese education pol…
Of Trends and Trajectories
The article builds on earlier research suggesting that it is fairly difficult to extrapolate current trends in school performance into the future (see Gray, Goldstein & Thomas, British Educational Research Journal, 27, 2001). It explores two areas of research on school improvement which have, to date, received relatively little attention—trends in performance over time and the incidence of time‐lagged phenomena. In responding to a critique by Pug…
Predicting the Future
The analysis demonstrates that the average A/AS level results secured by English institutions from year to year are very stable. When account is taken of intake characteristics, however, correlations decrease substantially. The results show that predicting future ‘value added’ performance from past trends is unreliable. The implications of these findings for notions of ‘continuous improvement’ are discussed as well as their consequences for furth…
Educational Effectiveness and Improvement
Debate
The Nature and Outcomes of Students’ Longitudinal Participatory Research on Literacy Motivations and Schooling
Describes outcomes of a six-year study of students’ participatory research on literacy motivations and schooling. Suggests the need for a fundamental shift of the dominant epistemology in society and schools to one based on trusting, listening to, and respecting the integrity of the minds of all participants in schooling
Differential Secondary School Effectiveness
This article reports the results of an Economic and Social Research Council (ESRC) funded study which focuses on the differential academic achievement of different groups of pupils. The paper describes the findings on the size and extent of school effects across 3 years (1990, 1991, 1992) for different groups of pupils (classified by gender, eligibility for free school means [FSM], ethnic group and by prior attainment). Pupils’ overall General Ce…
Comparison of value‐added models for secondary‐school effectiveness
The issue of value‐added measures of school effectiveness is reviewed in relation to the Government's requirement for schools to publish raw examination results. The study reports a series of multilevel analyses of the 1993 GCSE examination results in Lancashire employing a wide variety of pupil intake and school context variables as well as a range of 1991 Census measures attached to each school's catchment area and each pupil's home area. The m…
It's like having a metal detector at the door
Comparison of value‐added models for secondary‐school effectiveness
The issue of value‐added measures of school effectiveness is reviewed in relation to the Government's requirement for schools to publish raw examination results. The study reports a series of multilevel analyses of the 1993 GCSE examination results in Lancashire employing a wide variety of pupil intake and school context variables as well as a range of 1991 Census measures attached to each school's catchment area and each pupil's home area. The m…
Differential Secondary School Effectiveness
This article reports the results of an Economic and Social Research Council (ESRC) funded study which focuses on the differential academic achievement of different groups of pupils. The paper describes the findings on the size and extent of school effects across 3 years (1990, 1991, 1992) for different groups of pupils (classified by gender, eligibility for free school means [FSM], ethnic group and by prior attainment). Pupils’ overall General Ce…
Emerging perceptions of teacher quality and teacher development in China
This paper focuses on the work of senior high school teachers in three illustrative local authority regions of mainland China. It discusses interview and focus group data collected as part of ESRC/DfID-funded research which examined notions of quality as experienced by key stakeholders (national and local authority policy makers, teachers, head teachers and students). Building on previous international literature and current Chinese education pol…
The education of children in care and children in need
We seek to explain the development of the educational gap between children in “out‐of‐home care” (CLA), children deemed in social need (CIN), and other pupils. A cohort of 642,805 pupils aged 16 in 2013 was used to chart the educational progress of the full cohort, the CLA ( n = 6,236), the CIN in 2012 or 2013 but not CLA ( n = 20,384), and a sample individually matched with the CLA ( n = 11,084). At age 7, attainment of the CLA and CIN was appro…
Of Trends and Trajectories
The article builds on earlier research suggesting that it is fairly difficult to extrapolate current trends in school performance into the future (see Gray, Goldstein & Thomas, British Educational Research Journal, 27, 2001). It explores two areas of research on school improvement which have, to date, received relatively little attention—trends in performance over time and the incidence of time‐lagged phenomena. In responding to a critique by Pug…
It's like having a metal detector at the door
It's like having a metal detector at the door
Comparison of value‐added models for secondary‐school effectiveness
The issue of value‐added measures of school effectiveness is reviewed in relation to the Government's requirement for schools to publish raw examination results. The study reports a series of multilevel analyses of the 1993 GCSE examination results in Lancashire employing a wide variety of pupil intake and school context variables as well as a range of 1991 Census measures attached to each school's catchment area and each pupil's home area. The m…
Differential Secondary School Effectiveness
This article reports the results of an Economic and Social Research Council (ESRC) funded study which focuses on the differential academic achievement of different groups of pupils. The paper describes the findings on the size and extent of school effects across 3 years (1990, 1991, 1992) for different groups of pupils (classified by gender, eligibility for free school means [FSM], ethnic group and by prior attainment). Pupils’ overall General Ce…
The Nature and Outcomes of Students’ Longitudinal Participatory Research on Literacy Motivations and Schooling
Describes outcomes of a six-year study of students’ participatory research on literacy motivations and schooling. Suggests the need for a fundamental shift of the dominant epistemology in society and schools to one based on trusting, listening to, and respecting the integrity of the minds of all participants in schooling
Debate
Predicting the Future
The analysis demonstrates that the average A/AS level results secured by English institutions from year to year are very stable. When account is taken of intake characteristics, however, correlations decrease substantially. The results show that predicting future ‘value added’ performance from past trends is unreliable. The implications of these findings for notions of ‘continuous improvement’ are discussed as well as their consequences for furth…
Educational Effectiveness and Improvement
Of Trends and Trajectories
The article builds on earlier research suggesting that it is fairly difficult to extrapolate current trends in school performance into the future (see Gray, Goldstein & Thomas, British Educational Research Journal, 27, 2001). It explores two areas of research on school improvement which have, to date, received relatively little attention—trends in performance over time and the incidence of time‐lagged phenomena. In responding to a critique by Pug…
Emerging perceptions of teacher quality and teacher development in China
This paper focuses on the work of senior high school teachers in three illustrative local authority regions of mainland China. It discusses interview and focus group data collected as part of ESRC/DfID-funded research which examined notions of quality as experienced by key stakeholders (national and local authority policy makers, teachers, head teachers and students). Building on previous international literature and current Chinese education pol…
The education of children in care and children in need
We seek to explain the development of the educational gap between children in “out‐of‐home care” (CLA), children deemed in social need (CIN), and other pupils. A cohort of 642,805 pupils aged 16 in 2013 was used to chart the educational progress of the full cohort, the CLA ( n = 6,236), the CIN in 2012 or 2013 but not CLA ( n = 20,384), and a sample individually matched with the CLA ( n = 11,084). At age 7, attainment of the CLA and CIN was appro…
Value-added indicators for a fairer Chilean school accountability system
Although schools’ relative contribution to pupils’ progress is increasingly used in accountability systems around the world, momentum for value-added models (VAM) has not been reached in Chile. This small-scale study explores qualitatively the policy context in which this omission takes place, by analyzing policy documents and interviewing local policymakers and researchers about their views on VAM. These agents and official documents not only po…
Preceding group A streptococcus skin and throat infections are individually associated with acute rheumatic fever
INTRODUCTION: Acute rheumatic fever (ARF) is usually considered a consequence of group A streptococcus (GAS) pharyngitis, with GAS skin infections not considered a major trigger. The aim was to quantify the risk of ARF following a GAS-positive skin or throat swab. METHODS: This retrospective analysis used pre-existing administrative data. Throat and skin swab data (1 866 981 swabs) from the Auckland region, New Zealand and antibiotic dispensing d…
‘Closing the gap’
BSTRACTChildren ‘in care’ have, on average, lower educational attainment than their peers. This article tests the hypothesis that many of these children can ‘catch-up’, if in stable placements and secondary schools ‘apparently effective’ with other children with ‘similar’ difficulties. In a cohort of 542,998 16-year-old English children in mainstream schools, those in care for at least a year were on average 148,465 ranks behind their peers on me…
Frequency, Method, Intensity, and Health Sequelae of Sexual Choking Among U.S. Undergraduate and Graduate Students
Exploring Chinese stakeholders’ perceptions of school inspection criteria in demonstrating educational quality
Psychology (11 works) · Sociology (11 works) · Mathematics education (7 works) · Political science (7 works) · Pedagogy (6 works) · Developmental psychology (4 works) · Educational Assessment and Improvement (4 works) · Medicine (4 works) · School Choice and Performance (4 works) · Context (archaeology (3 works)