Anna Mazenod
Datos Biográficos
| ID | 5240758 |
|---|---|
| NOMBRE | Anna Mazenod |
| NOMBRES | Anna |
| APELLIDO | Mazenod |
| FIRMA | MAZENOD A |
| AFILIACIONES | Department of Education, Practice and Society, UCL Institute of Education, London, UK |
| ORCID | 0000-0003-0175-1634 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 73 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 6 |
The achievement gap
Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between‐class attainment groups (‘setting’) in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top…
Classes de niveau
Cet article synthétise les apports récents de la recherche internationale sur les pratiques liées à la constitution de classes de niveau au collège. L’article explicite les usages terminologiques anglo-saxons courants dans ce domaine et défend la pertinence de ces recherches pour les politiques éducatives en France. L’article s’appuie en particulier sur les résultats d’une importante étude, menée récemment en Angleterre, sur la mixité sociale, le…
Learners’ attitudes to mixed-attainment grouping
There is a substantial international literature around the impact of different types of grouping by attainment on the academic and personal outcomes of students. This literature, however, is sparse in student voices, especially in relation to mixed-attainment practices. Research has indicated that students of different attainment levels might have different experiences and views of grouping structures. This paper represents a significant contribu…
The misallocation of students to academic sets in maths
Drawing upon data gathered from 9301 Year 7 students (12–13 years old) from 46 secondary schools in England, this study represents the first larger‐scale attempt to compare their actual set allocations in maths with the counterfactual position where their allocation to sets is based solely on their prior attainment at the end of primary school [using their Key Stage 2 (KS2) fine‐grained scores in maths]. Through such an analysis, the study found …
Why is it difficult for schools to establish equitable practices in allocating students to attainment ‘sets’
Research has consistently shown ‘ability’ grouping (tracking) to be prey to poor practice, and to perpetuate inequity. A feature of these problems is inequitable and inaccurate practice in allocation to groups or ‘tracks’. Yet little research has examined whether such practices might be improved. Here, we examine survey and interview findings from a large-scale intervention study of grouping practices in 126 English secondary schools. We find tha…
Teacher ‘quality’ and attainment grouping
The symbolic violence of setting
‘Setting’ is a widespread practice in the UK , despite little evidence of its efficacy and substantial evidence of its detrimental impact on those allocated to the lowest sets. Taking a Bourdieusian approach, we propose that setting can be understood as a practice through which the social and cultural reproduction of dominant power relations is enacted within schools. Drawing on survey data from 12,178 Year 7 (age 11/12) students and discussion g…
Lost in translation? Comparative education research and the production of academic knowledge
The worth of academic knowledge tends to be tested against global metrics of citations and articles published in high-ranking English language academic journals. This paper examines academic knowledge production in three local fields of research with different national languages (English, Finnish and French). It focuses on knowledge production on the topic of apprenticeship where there are distinctive differences in the three local research field…
The misallocation of students to academic sets in maths
Drawing upon data gathered from 9301 Year 7 students (12–13 years old) from 46 secondary schools in England, this study represents the first larger‐scale attempt to compare their actual set allocations in maths with the counterfactual position where their allocation to sets is based solely on their prior attainment at the end of primary school [using their Key Stage 2 (KS2) fine‐grained scores in maths]. Through such an analysis, the study found …
The symbolic violence of setting
‘Setting’ is a widespread practice in the UK , despite little evidence of its efficacy and substantial evidence of its detrimental impact on those allocated to the lowest sets. Taking a Bourdieusian approach, we propose that setting can be understood as a practice through which the social and cultural reproduction of dominant power relations is enacted within schools. Drawing on survey data from 12,178 Year 7 (age 11/12) students and discussion g…
Learners’ attitudes to mixed-attainment grouping
There is a substantial international literature around the impact of different types of grouping by attainment on the academic and personal outcomes of students. This literature, however, is sparse in student voices, especially in relation to mixed-attainment practices. Research has indicated that students of different attainment levels might have different experiences and views of grouping structures. This paper represents a significant contribu…
Why is it difficult for schools to establish equitable practices in allocating students to attainment ‘sets’
Research has consistently shown ‘ability’ grouping (tracking) to be prey to poor practice, and to perpetuate inequity. A feature of these problems is inequitable and inaccurate practice in allocation to groups or ‘tracks’. Yet little research has examined whether such practices might be improved. Here, we examine survey and interview findings from a large-scale intervention study of grouping practices in 126 English secondary schools. We find tha…
Lost in translation? Comparative education research and the production of academic knowledge
The worth of academic knowledge tends to be tested against global metrics of citations and articles published in high-ranking English language academic journals. This paper examines academic knowledge production in three local fields of research with different national languages (English, Finnish and French). It focuses on knowledge production on the topic of apprenticeship where there are distinctive differences in the three local research field…
The achievement gap
Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between‐class attainment groups (‘setting’) in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top…
Teacher ‘quality’ and attainment grouping
Lost in translation? Comparative education research and the production of academic knowledge
The worth of academic knowledge tends to be tested against global metrics of citations and articles published in high-ranking English language academic journals. This paper examines academic knowledge production in three local fields of research with different national languages (English, Finnish and French). It focuses on knowledge production on the topic of apprenticeship where there are distinctive differences in the three local research field…
Teacher ‘quality’ and attainment grouping
The symbolic violence of setting
‘Setting’ is a widespread practice in the UK , despite little evidence of its efficacy and substantial evidence of its detrimental impact on those allocated to the lowest sets. Taking a Bourdieusian approach, we propose that setting can be understood as a practice through which the social and cultural reproduction of dominant power relations is enacted within schools. Drawing on survey data from 12,178 Year 7 (age 11/12) students and discussion g…
Learners’ attitudes to mixed-attainment grouping
There is a substantial international literature around the impact of different types of grouping by attainment on the academic and personal outcomes of students. This literature, however, is sparse in student voices, especially in relation to mixed-attainment practices. Research has indicated that students of different attainment levels might have different experiences and views of grouping structures. This paper represents a significant contribu…
The misallocation of students to academic sets in maths
Drawing upon data gathered from 9301 Year 7 students (12–13 years old) from 46 secondary schools in England, this study represents the first larger‐scale attempt to compare their actual set allocations in maths with the counterfactual position where their allocation to sets is based solely on their prior attainment at the end of primary school [using their Key Stage 2 (KS2) fine‐grained scores in maths]. Through such an analysis, the study found …
Why is it difficult for schools to establish equitable practices in allocating students to attainment ‘sets’
Research has consistently shown ‘ability’ grouping (tracking) to be prey to poor practice, and to perpetuate inequity. A feature of these problems is inequitable and inaccurate practice in allocation to groups or ‘tracks’. Yet little research has examined whether such practices might be improved. Here, we examine survey and interview findings from a large-scale intervention study of grouping practices in 126 English secondary schools. We find tha…
Classes de niveau
Cet article synthétise les apports récents de la recherche internationale sur les pratiques liées à la constitution de classes de niveau au collège. L’article explicite les usages terminologiques anglo-saxons courants dans ce domaine et défend la pertinence de ces recherches pour les politiques éducatives en France. L’article s’appuie en particulier sur les résultats d’une importante étude, menée récemment en Angleterre, sur la mixité sociale, le…
The achievement gap
Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between‐class attainment groups (‘setting’) in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top…
Psychology (6 obras) · School Choice and Performance (6 obras) · Sociology (6 obras) · Educational attainment (5 obras) · Political science (5 obras) · Mathematics education (4 obras) · Parental Involvement in Education (4 obras) · Early Childhood Education and Development (3 obras) · Economic growth (3 obras) · Economics (3 obras)