Ian Plewis
Biographic Data
| ID | 3655181 |
|---|---|
| NAME | Ian Plewis |
| GIVEN NAMES | Ian |
| FAMILY NAME | Plewis |
| SIGNATURE | PLEWIS I |
| AFFILIATIONS | University of London |
| ORCID | 0000-0003-0053-497X |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 167 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 5 |
Intra-generational social mobility and educational qualifications
The relation between intra-generational social class mobility of parents and their children's subsequent educational qualifications, and the implications of this relation for educational stratification, is explored by fitting statistical models to data from two UK longitudinal datasets: one based on the UK Census (ONS LS) and the 1970 birth cohort study (BCS70). Children whose parents are upwardly mobile gain higher educational qualifications tha…
Applying Relational Models to the Graduation of Disability Schedules
Non‐Response in a Birth Cohort Study: The Case of the Millennium Cohort Study
The advantages that birth cohort data offer researchers interested in the measurement and explanation of change across the life course are tempered by the problem of non‐response that becomes progressively larger as cohorts age. This article sets out the extent of this problem for the first two waves of the fourth in the series of UK birth cohorts: the Millennium Cohort Study. The response rate at Wave 1 is 72%, declining to 58% at Wave 2. Sample…
What Works and Why: Combining Quantitative and Qualitative Approaches in Large‐scale Evaluations
A central question in evaluation research is ‘what works and why?’ It suggests a need not only to estimate the average effect of a programme or intervention but also to estimate and understand variability around this average. Statistical models are good at estimating overall effects and, when extended into a multilevel framework, enable the variability of effects to be estimated. If, however, we aim for an understanding of just why this variabili…
What is Multi-Level Modelling for? A Critical Response to Gorard (2003)
Explanatory Models for Relating Growth Processes
For many purposes, longitudinal data are a great advance over cross-sectional data. The opportunities for modelling are enhanced if data for several occasions are obtained for a response, y, and at least one time-varying explanatory variable, x. The article describes, with examples, three modelling approaches when both y and x change over time. The first - a conditional approach - relates x to y in a regression framework. Earlier versions of thes…
Ability grouping in secondary schools: Effects on pupils' self-concepts
Background. Current pressure on secondary schools to increase ability grouping has raised concerns about the impact of setting on pupils' self-concepts. Evidence from previous research is conflicting. A multidimensional measure and multilevel modelling promise to clarify the effects. Aims. This paper aims to examine the effects of structured ability grouping on year 9 pupils' self-concepts. Samples. The sample comprises over 3000 year 9 pupils (a…
Inferences about teacher expectations from national assessment at key stage one
Background. Concern has been expressed about whether the relatively low achievements of, for example, boys and African Caribbean pupils, might be due, in part, to teachers having low expectations for pupils from these groups. Developments in national assessment provide a way of looking further at this question.Aims. To show how the two measures of attainment used in national assessment-teacher assessment and Standard Assessment Tasks (SATs)-relat…
Does Health-Selective Mobility Account for Socioeconomic Differences in Health? Evidence from England and Wales, 1971 to 1991
The paper uses data from a sample of 1 percent of the male population of England and Wales to examine the contribution of social mobility between the censuses of 1971 and 1981 to socioeconomic differences in health. Compared to others in their social class of origin, men who had been downwardly mobile were more likely, and the upwardly mobile were less likely, to report a limiting long-term illness. However, when compared to others in their class…
Opportunity to learn maths at Key Stage One: Changes in curriculum coverage 1984‐1993
The maths curriculum for year‐2 pupils in inner London was being covered in a more uniform way across schools and classrooms in 1993 than it had been a decade earlier. There was less variation between classes in the level of curriculum coverage, a stronger association between maths attainment and curriculum coverage, and less variation between teachers in that association. However, this greater uniformity was not found for year‐1 classes. Moreove…
Domestic conditions, paid employment and women's experience of ill-health
Traditionally, research concerned with the relationship between paid employment and women's experience of ill‐health has focused on one or other of two competing explanatory models: the role enhancement model which postulates a positive health effect of paid employment and the role overload model which postulates a negative effect. Though a synthesis of these two models is becoming apparent in the literature (Arber 1990, 1991) a number of importa…
Underachievement: A case of conceptual confusion
Although the word underachievement is frequently encountered in educational writing, it is not a well‐defined concept. This paper presents alternative operationalisations of underachievement, one based on a discrepancy between attainment and IQ and generally used by psychologists, the other based on relative position and used more by sociologists. Particular attention is paid to technical aspects of the psychologists' definition, and it is shown …
Pre‐school Reading‐related Skills and Later Reading Achievement: Further evidence
This paper extends, to the end of junior school, associations between preschool reading skills and later reading attainment reported earlier. It also presents, from a second study, associations between letter naming and letter sounding at the end of reception, considered separately, and reading attainment one year later. The earlier findings on the correlations between letter identification and reading attainment at the end of infant school still…
Time on Educational Activities at Home and Educational Progress in Infant School
S ummary . This paper reports on the amount of time 6‐year‐olds in inner London engage in educational activities at home, and links these results with earlier research on the association between parental help with reading and children's reading progress. The activities data were collected using a time budget approach. The median child in this sample read aloud at home about 20 minutes per week, and received about 40 minutes per week total “teachi…
Teacher Expectations in Infant School: Associations With Attainment and Progress, Curriculum Coverage and Classroom Interaction
S ummary . There is still much debate, particularly in North America, about whether teachers' expectations have an effect on pupils' achievement, and through which factors expectations might be mediated. This paper reports on associations between teachers' academic expectations at the beginning, and children's attainments at the end of the school year. The study took place in infant schools in London. Associations were significant during all thre…
Social Disadvantage, Educational Attainment and Ethnicity: A comment
The relationships between educational attainment and social disadvantage for different ethnic groups, presented by Brewer & Haslum (1986), are reconsidered. Their assertion that indicators of social disadvantage are not associated with attainment for black children is shown to be based on a number of unsound statistical and methodological procedures. Data from a study of younger children in Inner London are presented which do show an association …
Associations between Preschool Reading Related Skills and later Reading Achievement
This paper is about the extent of children's reading related knowledge and associations with reading achievement at seven years. It presents results, from a major longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, on six measures of preschool reading related knowledge—word matching, concepts about print, letter identification, word reading, handwriting, and oral vocabulary—and their association…
Curriculum Diversity in London Infant Schools
S ummary . This paper describes an attempt to document the curriculum experiences of a large sample (N = 458) of infant school children, in the areas of written language (both reading and writing) and of mathematics. The data were collected as part of a longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, and carried out at Thomas Coram Research Unit. Data were collected for each year that the ch…
Impairment of a motor skill in children with spina bifida cystica and hydrocephalus: An exploratory study
Twenty 7–10 year old children with spina bifida cystica and hydrocephalus and 20 normals matched for age, sex and IQ were compared on a 12‐trial target task, first used by Connolly, Brown & Bassett (1968). Analysis of the results, in which particular attention was paid to statistical method and to ways of analysing individual differences, showed a significant impairment in dotting speed in the spina bifida group, although both groups improved wit…
Domestic conditions, paid employment and women's experience of ill-health
Traditionally, research concerned with the relationship between paid employment and women's experience of ill‐health has focused on one or other of two competing explanatory models: the role enhancement model which postulates a positive health effect of paid employment and the role overload model which postulates a negative effect. Though a synthesis of these two models is becoming apparent in the literature (Arber 1990, 1991) a number of importa…
Does Health-Selective Mobility Account for Socioeconomic Differences in Health? Evidence from England and Wales, 1971 to 1991
The paper uses data from a sample of 1 percent of the male population of England and Wales to examine the contribution of social mobility between the censuses of 1971 and 1981 to socioeconomic differences in health. Compared to others in their social class of origin, men who had been downwardly mobile were more likely, and the upwardly mobile were less likely, to report a limiting long-term illness. However, when compared to others in their class…
Ability grouping in secondary schools: Effects on pupils' self-concepts
Background. Current pressure on secondary schools to increase ability grouping has raised concerns about the impact of setting on pupils' self-concepts. Evidence from previous research is conflicting. A multidimensional measure and multilevel modelling promise to clarify the effects. Aims. This paper aims to examine the effects of structured ability grouping on year 9 pupils' self-concepts. Samples. The sample comprises over 3000 year 9 pupils (a…
Intra-generational social mobility and educational qualifications
The relation between intra-generational social class mobility of parents and their children's subsequent educational qualifications, and the implications of this relation for educational stratification, is explored by fitting statistical models to data from two UK longitudinal datasets: one based on the UK Census (ONS LS) and the 1970 birth cohort study (BCS70). Children whose parents are upwardly mobile gain higher educational qualifications tha…
Non‐Response in a Birth Cohort Study: The Case of the Millennium Cohort Study
The advantages that birth cohort data offer researchers interested in the measurement and explanation of change across the life course are tempered by the problem of non‐response that becomes progressively larger as cohorts age. This article sets out the extent of this problem for the first two waves of the fourth in the series of UK birth cohorts: the Millennium Cohort Study. The response rate at Wave 1 is 72%, declining to 58% at Wave 2. Sample…
Associations between Preschool Reading Related Skills and later Reading Achievement
This paper is about the extent of children's reading related knowledge and associations with reading achievement at seven years. It presents results, from a major longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, on six measures of preschool reading related knowledge—word matching, concepts about print, letter identification, word reading, handwriting, and oral vocabulary—and their association…
Inferences about teacher expectations from national assessment at key stage one
Background. Concern has been expressed about whether the relatively low achievements of, for example, boys and African Caribbean pupils, might be due, in part, to teachers having low expectations for pupils from these groups. Developments in national assessment provide a way of looking further at this question.Aims. To show how the two measures of attainment used in national assessment-teacher assessment and Standard Assessment Tasks (SATs)-relat…
Time on Educational Activities at Home and Educational Progress in Infant School
S ummary . This paper reports on the amount of time 6‐year‐olds in inner London engage in educational activities at home, and links these results with earlier research on the association between parental help with reading and children's reading progress. The activities data were collected using a time budget approach. The median child in this sample read aloud at home about 20 minutes per week, and received about 40 minutes per week total “teachi…
What Works and Why: Combining Quantitative and Qualitative Approaches in Large‐scale Evaluations
A central question in evaluation research is ‘what works and why?’ It suggests a need not only to estimate the average effect of a programme or intervention but also to estimate and understand variability around this average. Statistical models are good at estimating overall effects and, when extended into a multilevel framework, enable the variability of effects to be estimated. If, however, we aim for an understanding of just why this variabili…
Pre‐school Reading‐related Skills and Later Reading Achievement: Further evidence
This paper extends, to the end of junior school, associations between preschool reading skills and later reading attainment reported earlier. It also presents, from a second study, associations between letter naming and letter sounding at the end of reception, considered separately, and reading attainment one year later. The earlier findings on the correlations between letter identification and reading attainment at the end of infant school still…
Teacher Expectations in Infant School: Associations With Attainment and Progress, Curriculum Coverage and Classroom Interaction
S ummary . There is still much debate, particularly in North America, about whether teachers' expectations have an effect on pupils' achievement, and through which factors expectations might be mediated. This paper reports on associations between teachers' academic expectations at the beginning, and children's attainments at the end of the school year. The study took place in infant schools in London. Associations were significant during all thre…
What is Multi-Level Modelling for? A Critical Response to Gorard (2003)
Underachievement: A case of conceptual confusion
Although the word underachievement is frequently encountered in educational writing, it is not a well‐defined concept. This paper presents alternative operationalisations of underachievement, one based on a discrepancy between attainment and IQ and generally used by psychologists, the other based on relative position and used more by sociologists. Particular attention is paid to technical aspects of the psychologists' definition, and it is shown …
Social Disadvantage, Educational Attainment and Ethnicity: A comment
The relationships between educational attainment and social disadvantage for different ethnic groups, presented by Brewer & Haslum (1986), are reconsidered. Their assertion that indicators of social disadvantage are not associated with attainment for black children is shown to be based on a number of unsound statistical and methodological procedures. Data from a study of younger children in Inner London are presented which do show an association …
Curriculum Diversity in London Infant Schools
S ummary . This paper describes an attempt to document the curriculum experiences of a large sample (N = 458) of infant school children, in the areas of written language (both reading and writing) and of mathematics. The data were collected as part of a longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, and carried out at Thomas Coram Research Unit. Data were collected for each year that the ch…
Impairment of a motor skill in children with spina bifida cystica and hydrocephalus: An exploratory study
Twenty 7–10 year old children with spina bifida cystica and hydrocephalus and 20 normals matched for age, sex and IQ were compared on a 12‐trial target task, first used by Connolly, Brown & Bassett (1968). Analysis of the results, in which particular attention was paid to statistical method and to ways of analysing individual differences, showed a significant impairment in dotting speed in the spina bifida group, although both groups improved wit…
Social Disadvantage, Educational Attainment and Ethnicity: A comment
The relationships between educational attainment and social disadvantage for different ethnic groups, presented by Brewer & Haslum (1986), are reconsidered. Their assertion that indicators of social disadvantage are not associated with attainment for black children is shown to be based on a number of unsound statistical and methodological procedures. Data from a study of younger children in Inner London are presented which do show an association …
Associations between Preschool Reading Related Skills and later Reading Achievement
This paper is about the extent of children's reading related knowledge and associations with reading achievement at seven years. It presents results, from a major longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, on six measures of preschool reading related knowledge—word matching, concepts about print, letter identification, word reading, handwriting, and oral vocabulary—and their association…
Curriculum Diversity in London Infant Schools
S ummary . This paper describes an attempt to document the curriculum experiences of a large sample (N = 458) of infant school children, in the areas of written language (both reading and writing) and of mathematics. The data were collected as part of a longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, and carried out at Thomas Coram Research Unit. Data were collected for each year that the ch…
Teacher Expectations in Infant School: Associations With Attainment and Progress, Curriculum Coverage and Classroom Interaction
S ummary . There is still much debate, particularly in North America, about whether teachers' expectations have an effect on pupils' achievement, and through which factors expectations might be mediated. This paper reports on associations between teachers' academic expectations at the beginning, and children's attainments at the end of the school year. The study took place in infant schools in London. Associations were significant during all thre…
Pre‐school Reading‐related Skills and Later Reading Achievement: Further evidence
This paper extends, to the end of junior school, associations between preschool reading skills and later reading attainment reported earlier. It also presents, from a second study, associations between letter naming and letter sounding at the end of reception, considered separately, and reading attainment one year later. The earlier findings on the correlations between letter identification and reading attainment at the end of infant school still…
Time on Educational Activities at Home and Educational Progress in Infant School
S ummary . This paper reports on the amount of time 6‐year‐olds in inner London engage in educational activities at home, and links these results with earlier research on the association between parental help with reading and children's reading progress. The activities data were collected using a time budget approach. The median child in this sample read aloud at home about 20 minutes per week, and received about 40 minutes per week total “teachi…
Underachievement: A case of conceptual confusion
Although the word underachievement is frequently encountered in educational writing, it is not a well‐defined concept. This paper presents alternative operationalisations of underachievement, one based on a discrepancy between attainment and IQ and generally used by psychologists, the other based on relative position and used more by sociologists. Particular attention is paid to technical aspects of the psychologists' definition, and it is shown …
Domestic conditions, paid employment and women's experience of ill-health
Traditionally, research concerned with the relationship between paid employment and women's experience of ill‐health has focused on one or other of two competing explanatory models: the role enhancement model which postulates a positive health effect of paid employment and the role overload model which postulates a negative effect. Though a synthesis of these two models is becoming apparent in the literature (Arber 1990, 1991) a number of importa…
Opportunity to learn maths at Key Stage One: Changes in curriculum coverage 1984‐1993
The maths curriculum for year‐2 pupils in inner London was being covered in a more uniform way across schools and classrooms in 1993 than it had been a decade earlier. There was less variation between classes in the level of curriculum coverage, a stronger association between maths attainment and curriculum coverage, and less variation between teachers in that association. However, this greater uniformity was not found for year‐1 classes. Moreove…
Inferences about teacher expectations from national assessment at key stage one
Background. Concern has been expressed about whether the relatively low achievements of, for example, boys and African Caribbean pupils, might be due, in part, to teachers having low expectations for pupils from these groups. Developments in national assessment provide a way of looking further at this question.Aims. To show how the two measures of attainment used in national assessment-teacher assessment and Standard Assessment Tasks (SATs)-relat…
Does Health-Selective Mobility Account for Socioeconomic Differences in Health? Evidence from England and Wales, 1971 to 1991
The paper uses data from a sample of 1 percent of the male population of England and Wales to examine the contribution of social mobility between the censuses of 1971 and 1981 to socioeconomic differences in health. Compared to others in their social class of origin, men who had been downwardly mobile were more likely, and the upwardly mobile were less likely, to report a limiting long-term illness. However, when compared to others in their class…
Explanatory Models for Relating Growth Processes
For many purposes, longitudinal data are a great advance over cross-sectional data. The opportunities for modelling are enhanced if data for several occasions are obtained for a response, y, and at least one time-varying explanatory variable, x. The article describes, with examples, three modelling approaches when both y and x change over time. The first - a conditional approach - relates x to y in a regression framework. Earlier versions of thes…
Ability grouping in secondary schools: Effects on pupils' self-concepts
Background. Current pressure on secondary schools to increase ability grouping has raised concerns about the impact of setting on pupils' self-concepts. Evidence from previous research is conflicting. A multidimensional measure and multilevel modelling promise to clarify the effects. Aims. This paper aims to examine the effects of structured ability grouping on year 9 pupils' self-concepts. Samples. The sample comprises over 3000 year 9 pupils (a…
What is Multi-Level Modelling for? A Critical Response to Gorard (2003)
What Works and Why: Combining Quantitative and Qualitative Approaches in Large‐scale Evaluations
A central question in evaluation research is ‘what works and why?’ It suggests a need not only to estimate the average effect of a programme or intervention but also to estimate and understand variability around this average. Statistical models are good at estimating overall effects and, when extended into a multilevel framework, enable the variability of effects to be estimated. If, however, we aim for an understanding of just why this variabili…
Non‐Response in a Birth Cohort Study: The Case of the Millennium Cohort Study
The advantages that birth cohort data offer researchers interested in the measurement and explanation of change across the life course are tempered by the problem of non‐response that becomes progressively larger as cohorts age. This article sets out the extent of this problem for the first two waves of the fourth in the series of UK birth cohorts: the Millennium Cohort Study. The response rate at Wave 1 is 72%, declining to 58% at Wave 2. Sample…
Intra-generational social mobility and educational qualifications
The relation between intra-generational social class mobility of parents and their children's subsequent educational qualifications, and the implications of this relation for educational stratification, is explored by fitting statistical models to data from two UK longitudinal datasets: one based on the UK Census (ONS LS) and the 1970 birth cohort study (BCS70). Children whose parents are upwardly mobile gain higher educational qualifications tha…
Applying Relational Models to the Graduation of Disability Schedules
Psychology (18 works) · Developmental psychology (10 works) · Early Childhood Education and Development (8 works) · Sociology (8 works) · Mathematics (7 works) · Mathematics education (6 works) · Educational attainment (5 works) · Medicine (5 works) · School Choice and Performance (5 works) · Social Psychology (5 works)