Linda Croxford
Biographic Data
| ID | 274009 |
|---|---|
| NAME | Linda Croxford |
| GIVEN NAMES | Linda |
| FAMILY NAME | Croxford |
| SIGNATURE | CROXFORD L |
| AFFILIATIONS | Education Scotland |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 141 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 7 |
How stable is the stratification of higher education in England and Scotland
This paper asks whether the institutional hierarchies defined by ‘golden triangle’, other Russell Group, other pre-1992 and post-1992 universities in England, and by ancient, old and new universities in Scotland, have become weaker since the 1990s. Using indicators constructed from UCAS data for 1996-2010, it finds a stable hierarchical relationship among the sectors within each country, with some indicators showing a slight widening of status di…
The iron law of hierarchy? Institutional differentiation in UK higher education
This paper maps the main dimensions of differentiation among institutions and ‘faculties’ (subject areas within institutions) of higher education in the United Kingdom. It does so through a principal components analysis based on the characteristics of applicants and entrants. A single status dimension accounts for a quarter of the variation, and is associated with the social class, educational background, age (under 21) and non-local origin of st…
Widening Participation at the University of Edinburgh
In Scotland, as in the rest of the UK, there is growing recognition that prior qualifications may not provide an adequate indication of the ‘potential’ of applicants from educationally-disadvantaged backgrounds to succeed at university. Universities are being encouraged to use contextual data on neighbourhood characteristics and school performance to identify disadvantaged applicants in the admissions process. Contextualised admissions have been …
Social class, ethnicity and access to higher education in the four countries of the UK
This paper compares access to full-time undergraduate higher education (HE) by members of less advantaged social classes and ethnic minorities across the four ‘home countries’ of the UK. It uses data on applicants to HE in selected years from 1996 to 2010. In all home countries students from intermediate and working-class backgrounds retained a broadly level share of a rising total participation in HE, while ethnic minorities increased their shar…
Tensions Between the Equity and Efficiency of Schooling
Equity and efficiency are the twin goals of European education policymakers, but there are tensions between these goals. This article illustrates these tensions within the school system of Scotland, drawing on two recent research projects: ‘Fabricating Quality in European Education’ (FABQ) and the Applied Educational Research Scheme (AERS) study entitled ‘How do schools in Scotland measure their own performance?’ It outlines the Quality Assurance…
Quality assurance and evaluation (QAE) in Scotland
This article looks at policy for quality assurance and evaluation in Scotland, its history and more recent developments, and in particular, at the emphasis on school self‐evaluation. It examines the history of the concept, its constituent elements and the role of the Inspectorate in establishing it. Further, the article discusses the Scottish self‐evaluation model as a means of promoting the country’s distinctive identity in education within a Eu…
Widening Participation at an Ancient Scottish University
The issue of widening participation is one which has been exercising all universities in the UK in recent years. Initiatives at UK and Scottish government level have forced higher education institutions to acknowledge that something must be done to make admissions fairer, more transparent, and above all, to make higher education more accessible to a wider range of applicants. For instance, as a condition of the Scottish Funding Council core grant…
Trends in social class segregation between schools in England, Wales and Scotland since 1984
The article describes trends in social class segregation between British secondary schools from 1984 to 1999, and includes ‘home international’ comparisons of trends in England, Wales and Scotland. The analysis is based on comparable youth cohort datasets: the England and Wales Youth Cohort Study and the Scottish School Leavers’ Survey. The measures of social class are derived from parents’ occupational status and education, and thus provide diff…
Gender and attitudes to work and family roles
The last century, in particular the latter half, saw radical shifts in the roles and expectations of women in society. This article investigates the views of 14‐ to 16‐year‐olds in the year 2000 on work and family roles, exploring both their general views on gender roles and their own personal aspirations for the future. In general the young people believed that it was equally important for males and females to get good qualifications at school, …
Participation in full-time education beyond 16
Recent policy makers have sought to increase participation in full-time education beyond 16 and to broaden access among under-represented groups. Commentators on both sides of the border have drawn policy lessons from comparisons of the different UK systems, especially Scotland and England. This paper reviews the evidence on the level and distribution of participation in the four systems of the UK, using official statistics and survey data from t…
Participation in full-time education beyond 16
Comparing England, Scotland, Wales and Northern Ireland
The differences among the four education systems of the UK are often perceived as a nuisance by comparative researchers. This paper argues that they are also an opportunity. It describes the four systems and summarises their similarities and differences. It then presents five reasons for giving 'home international' comparisons a more prominent role in comparative research. These are, respectively: their potential contribution to theoretical debat…
Participation in science subjects
A curriculum framework, comprising choice of subjects within compulsory modes of study, was introduced in secondary schools in Scotland in 1983. It has led to greater equality of participation in the modes of study of the curriculum. Traditional inequalities may be found in relation to subjects chosen within each mode of study. In this article, data on trends from a national survey are used to examine differences in participation in each subject …
Equal Opportunities in the Secondary‐School Curriculum in Scotland, 1977‐91
This article analyses differences in participation in the formal curriculum by social class, gender and measured ability. It uses data on trends from a national survey to examine questions of (in)equality, including the relations between different dimensions of inequality. It shows the effects of the Sex Discrimination Act 1975 and the introduction of a common core curriculum after 1983. It shows differences between comprehensive and independent …
Quality and Quantity
This research note describes some of the methods of reducing non-contact attrition used in the Scottish Young People's Surveys, and suggests that the type of attrition reduction method used can affect the quality of the survey sample
Comparing England, Scotland, Wales and Northern Ireland
The differences among the four education systems of the UK are often perceived as a nuisance by comparative researchers. This paper argues that they are also an opportunity. It describes the four systems and summarises their similarities and differences. It then presents five reasons for giving 'home international' comparisons a more prominent role in comparative research. These are, respectively: their potential contribution to theoretical debat…
Gender and attitudes to work and family roles
The last century, in particular the latter half, saw radical shifts in the roles and expectations of women in society. This article investigates the views of 14‐ to 16‐year‐olds in the year 2000 on work and family roles, exploring both their general views on gender roles and their own personal aspirations for the future. In general the young people believed that it was equally important for males and females to get good qualifications at school, …
How stable is the stratification of higher education in England and Scotland
This paper asks whether the institutional hierarchies defined by ‘golden triangle’, other Russell Group, other pre-1992 and post-1992 universities in England, and by ancient, old and new universities in Scotland, have become weaker since the 1990s. Using indicators constructed from UCAS data for 1996-2010, it finds a stable hierarchical relationship among the sectors within each country, with some indicators showing a slight widening of status di…
Equal Opportunities in the Secondary‐School Curriculum in Scotland, 1977‐91
This article analyses differences in participation in the formal curriculum by social class, gender and measured ability. It uses data on trends from a national survey to examine questions of (in)equality, including the relations between different dimensions of inequality. It shows the effects of the Sex Discrimination Act 1975 and the introduction of a common core curriculum after 1983. It shows differences between comprehensive and independent …
The iron law of hierarchy? Institutional differentiation in UK higher education
This paper maps the main dimensions of differentiation among institutions and ‘faculties’ (subject areas within institutions) of higher education in the United Kingdom. It does so through a principal components analysis based on the characteristics of applicants and entrants. A single status dimension accounts for a quarter of the variation, and is associated with the social class, educational background, age (under 21) and non-local origin of st…
Social class, ethnicity and access to higher education in the four countries of the UK
This paper compares access to full-time undergraduate higher education (HE) by members of less advantaged social classes and ethnic minorities across the four ‘home countries’ of the UK. It uses data on applicants to HE in selected years from 1996 to 2010. In all home countries students from intermediate and working-class backgrounds retained a broadly level share of a rising total participation in HE, while ethnic minorities increased their shar…
Trends in social class segregation between schools in England, Wales and Scotland since 1984
The article describes trends in social class segregation between British secondary schools from 1984 to 1999, and includes ‘home international’ comparisons of trends in England, Wales and Scotland. The analysis is based on comparable youth cohort datasets: the England and Wales Youth Cohort Study and the Scottish School Leavers’ Survey. The measures of social class are derived from parents’ occupational status and education, and thus provide diff…
Quality and Quantity
This research note describes some of the methods of reducing non-contact attrition used in the Scottish Young People's Surveys, and suggests that the type of attrition reduction method used can affect the quality of the survey sample
Widening Participation at the University of Edinburgh
In Scotland, as in the rest of the UK, there is growing recognition that prior qualifications may not provide an adequate indication of the ‘potential’ of applicants from educationally-disadvantaged backgrounds to succeed at university. Universities are being encouraged to use contextual data on neighbourhood characteristics and school performance to identify disadvantaged applicants in the admissions process. Contextualised admissions have been …
Widening Participation at an Ancient Scottish University
The issue of widening participation is one which has been exercising all universities in the UK in recent years. Initiatives at UK and Scottish government level have forced higher education institutions to acknowledge that something must be done to make admissions fairer, more transparent, and above all, to make higher education more accessible to a wider range of applicants. For instance, as a condition of the Scottish Funding Council core grant…
Tensions Between the Equity and Efficiency of Schooling
Equity and efficiency are the twin goals of European education policymakers, but there are tensions between these goals. This article illustrates these tensions within the school system of Scotland, drawing on two recent research projects: ‘Fabricating Quality in European Education’ (FABQ) and the Applied Educational Research Scheme (AERS) study entitled ‘How do schools in Scotland measure their own performance?’ It outlines the Quality Assurance…
Participation in full-time education beyond 16
Recent policy makers have sought to increase participation in full-time education beyond 16 and to broaden access among under-represented groups. Commentators on both sides of the border have drawn policy lessons from comparisons of the different UK systems, especially Scotland and England. This paper reviews the evidence on the level and distribution of participation in the four systems of the UK, using official statistics and survey data from t…
Participation in science subjects
A curriculum framework, comprising choice of subjects within compulsory modes of study, was introduced in secondary schools in Scotland in 1983. It has led to greater equality of participation in the modes of study of the curriculum. Traditional inequalities may be found in relation to subjects chosen within each mode of study. In this article, data on trends from a national survey are used to examine differences in participation in each subject …
Quality and Quantity
This research note describes some of the methods of reducing non-contact attrition used in the Scottish Young People's Surveys, and suggests that the type of attrition reduction method used can affect the quality of the survey sample
Equal Opportunities in the Secondary‐School Curriculum in Scotland, 1977‐91
This article analyses differences in participation in the formal curriculum by social class, gender and measured ability. It uses data on trends from a national survey to examine questions of (in)equality, including the relations between different dimensions of inequality. It shows the effects of the Sex Discrimination Act 1975 and the introduction of a common core curriculum after 1983. It shows differences between comprehensive and independent …
Participation in science subjects
A curriculum framework, comprising choice of subjects within compulsory modes of study, was introduced in secondary schools in Scotland in 1983. It has led to greater equality of participation in the modes of study of the curriculum. Traditional inequalities may be found in relation to subjects chosen within each mode of study. In this article, data on trends from a national survey are used to examine differences in participation in each subject …
Comparing England, Scotland, Wales and Northern Ireland
The differences among the four education systems of the UK are often perceived as a nuisance by comparative researchers. This paper argues that they are also an opportunity. It describes the four systems and summarises their similarities and differences. It then presents five reasons for giving 'home international' comparisons a more prominent role in comparative research. These are, respectively: their potential contribution to theoretical debat…
Participation in full-time education beyond 16
Recent policy makers have sought to increase participation in full-time education beyond 16 and to broaden access among under-represented groups. Commentators on both sides of the border have drawn policy lessons from comparisons of the different UK systems, especially Scotland and England. This paper reviews the evidence on the level and distribution of participation in the four systems of the UK, using official statistics and survey data from t…
Participation in full-time education beyond 16
Gender and attitudes to work and family roles
The last century, in particular the latter half, saw radical shifts in the roles and expectations of women in society. This article investigates the views of 14‐ to 16‐year‐olds in the year 2000 on work and family roles, exploring both their general views on gender roles and their own personal aspirations for the future. In general the young people believed that it was equally important for males and females to get good qualifications at school, …
Widening Participation at an Ancient Scottish University
The issue of widening participation is one which has been exercising all universities in the UK in recent years. Initiatives at UK and Scottish government level have forced higher education institutions to acknowledge that something must be done to make admissions fairer, more transparent, and above all, to make higher education more accessible to a wider range of applicants. For instance, as a condition of the Scottish Funding Council core grant…
Trends in social class segregation between schools in England, Wales and Scotland since 1984
The article describes trends in social class segregation between British secondary schools from 1984 to 1999, and includes ‘home international’ comparisons of trends in England, Wales and Scotland. The analysis is based on comparable youth cohort datasets: the England and Wales Youth Cohort Study and the Scottish School Leavers’ Survey. The measures of social class are derived from parents’ occupational status and education, and thus provide diff…
Quality assurance and evaluation (QAE) in Scotland
This article looks at policy for quality assurance and evaluation in Scotland, its history and more recent developments, and in particular, at the emphasis on school self‐evaluation. It examines the history of the concept, its constituent elements and the role of the Inspectorate in establishing it. Further, the article discusses the Scottish self‐evaluation model as a means of promoting the country’s distinctive identity in education within a Eu…
Tensions Between the Equity and Efficiency of Schooling
Equity and efficiency are the twin goals of European education policymakers, but there are tensions between these goals. This article illustrates these tensions within the school system of Scotland, drawing on two recent research projects: ‘Fabricating Quality in European Education’ (FABQ) and the Applied Educational Research Scheme (AERS) study entitled ‘How do schools in Scotland measure their own performance?’ It outlines the Quality Assurance…
Widening Participation at the University of Edinburgh
In Scotland, as in the rest of the UK, there is growing recognition that prior qualifications may not provide an adequate indication of the ‘potential’ of applicants from educationally-disadvantaged backgrounds to succeed at university. Universities are being encouraged to use contextual data on neighbourhood characteristics and school performance to identify disadvantaged applicants in the admissions process. Contextualised admissions have been …
Social class, ethnicity and access to higher education in the four countries of the UK
This paper compares access to full-time undergraduate higher education (HE) by members of less advantaged social classes and ethnic minorities across the four ‘home countries’ of the UK. It uses data on applicants to HE in selected years from 1996 to 2010. In all home countries students from intermediate and working-class backgrounds retained a broadly level share of a rising total participation in HE, while ethnic minorities increased their shar…
How stable is the stratification of higher education in England and Scotland
This paper asks whether the institutional hierarchies defined by ‘golden triangle’, other Russell Group, other pre-1992 and post-1992 universities in England, and by ancient, old and new universities in Scotland, have become weaker since the 1990s. Using indicators constructed from UCAS data for 1996-2010, it finds a stable hierarchical relationship among the sectors within each country, with some indicators showing a slight widening of status di…
The iron law of hierarchy? Institutional differentiation in UK higher education
This paper maps the main dimensions of differentiation among institutions and ‘faculties’ (subject areas within institutions) of higher education in the United Kingdom. It does so through a principal components analysis based on the characteristics of applicants and entrants. A single status dimension accounts for a quarter of the variation, and is associated with the social class, educational background, age (under 21) and non-local origin of st…
Political science (12 works) · Sociology (12 works) · Economics (10 works) · Law (8 works) · Law (7 works) · Demographic economics (6 works) · Higher Education Research Studies (6 works) · Inequality (6 works) · Psychology (6 works) · Social class (6 works)