Judith Ireson
Biographic Data
| ID | 3655232 |
|---|---|
| NAME | Judith Ireson |
| GIVEN NAMES | Judith |
| FAMILY NAME | Ireson |
| SIGNATURE | IRESON J |
| AFFILIATIONS | University of London |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 129 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1974 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 8 |
Private tutoring at transition points in the English education system: Its nature, extent and purpose
International surveys indicate that the prevalence of private tutoring in England is relatively low but as few national surveys have been undertaken, there is little detailed evidence available. The aim of this research is to provide a systematic description of the nature and extent of private tutoring at three points of transition in the English education system and to explore students' and parents' views of the reasons for its use. Over 3000 st…
Pedagogical beliefs, activity choice and structure, and adult–child interaction in nursery classrooms
Secondary school pupils' satisfaction with their ability grouping placements
There has been little research exploring pupils' satisfaction with their ability group placement. This article explores the extent to which pupils are happy with their placement, and the reasons they give for wanting to move to another class or set. The sample comprised over 5000 Year 9 pupils (aged 13–14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (Ye…
Secondary school pupils' preferences for different types of structured grouping practices
The aim of this article is to explore pupils' preferences for particular types of grouping practices, an area neglected in earlier research focusing on the personal and social outcomes of ability grouping. The sample comprised over 5000 Year 9 pupils (aged 13–14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (Years 7 to 9). Pupils responded to a questionn…
What are the effects of ability grouping on GCSE attainment
The use of ability grouping is frequently justified on the grounds that it is an effective means of raising attainment. Little large‐scale quantitative research has been undertaken since the introduction of the National Curriculum in England and Wales. The aim of this article is to examine the effects of setting on students' achievement in English, mathematics and science General Certificate of Secondary Education (GCSE) examinations. Data were c…
Secondary school teachers' pedagogic practices when teaching mixed and structured ability classes
Internationally and historically in the UK, considerable research has been undertaken regarding teachers' pedagogical practices when working with high or low ability classes. Latterly, in the UK, research has focused on pedagogical practices in mixed ability classes. This paper aims to compare secondary school teachers' pedagogical practices in mixed and ability grouped classes and explore whether these are influenced by the extent to which eithe…
Pupils' liking for school: Ability grouping, self-concept and perceptions of teaching
Background. Research indicates that affective aspects of development provide a basis for autonomous learning. Pupils' liking for school may be a useful indicator of their relationships with teachers and the school.Aims. The aim of the research reported in this paper is to establish the properties of a measure of pupils' liking for school and to examine associations between this measure, pupils' experiences in lessons, their self-concepts and the …
Grouping practices in the primary school: What influences change
During the 1990s, there was considerable emphasis on promoting particular kinds of pupil grouping as a means of raising educational standards. This survey of 2000 primary schools explored the extent to which schools had changed their grouping practices in response to this, the nature of the changes made and the reasons for those changes. Forty‐eight per cent of responding schools reported that they had made no change. Twenty‐two per cent reported…
Primary pupils' experiences of different types of grouping in school
There has been little research on pupils' experiences of ability grouping. This study aimed to explore the perceptions of primary‐aged pupils regarding the purpose and practice of within and between class ability grouping; their experiences of those practices; and how their attitudes to school, self‐perceptions and behaviour were affected. The study was undertaken in six primary schools adopting different combinations of grouping practices includ…
Ability groupings in the primary school: Issues arising from practice
Schools are under increasing pressure to raise standards and to deliver a curriculum which meets the needs of all pupils. To do this, following recommendations from the DfES, many schools have adopted structured ability grouping practices for at least part of the curriculum. This paper reports research investigating management issues in six primary schools adopting contrasting grouping practices. Interviews were undertaken with head teachers, gov…
Secondary school teachers' attitudes towards and beliefs about ability grouping
Background: Internationally and historically considerable research has been undertaken regarding the attitudes of secondary school teachers towards different types of ability grouping. There has been no recent research taking account of the changing educational context in the UK.Aims: This paper aims to explore secondary school teachers' attitudes and beliefs about ability grouping taking account of school type, gender, experience and qualificati…
Within‐class Ability Grouping: Placement of pupils in groups and self‐concept
With the introduction of the literacy and numeracy hours, children are being grouped by ability within the primary classroom. Within‐class ability grouping is seen as a means of raising attainment that avoids the social and emotional disadvantages of streaming. This research examined within‐class grouping for mathematics in six classes in one primary school. The aim of the research was to examine whether pupils' placement in ability groups was co…
Ability Grouping in Education
Drawing on their own and others' research in primary and secondary schools, the authors provide an accessible analysis of the issues and latest research on ability grouping
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…
Comparing the process of curriculum development in two schools: Evidence from interviews
Developing the Curriculum for Pupils Experiencing Difficulties in Learning in Ordinary Schools: A systematic, comparative analysis
A comparative analysis of the process of curriculum development in a sample of 10 primary and 10 secondary schools is presented. Interview reports and school documentation were analysed through the construction and application of a set of grounded data categories. These categories were grouped into a model in order to represent the process of curriculum development. The analysis revealed differences between schools which were associated with the …
Developing the Curriculum for Children with Learning Difficulties: Towards a grounded model
A purposive sampling strategy was used to select 10 primary, 10 secondary and 10 special schools that were recommended for their work in developing curricula for children experiencing learning difficulty. The process of curriculum development in these schools was examined through interviews and curriculum documentation. A systematic method of qualitative data analysis was developed, based on a category framework which incorporated the teachers’ c…
Additivity Assumptions in the Measurements of Delinquency
KENNETH PEASE, JUDITH IRESON, JENNIFER THORPE; ADDITIVITY ASSUMPTIONS IN THE MEASUREMENTS OF DELINQUENCY, The British Journal of Criminology, Volume 14, Is
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…
Private tutoring at transition points in the English education system: Its nature, extent and purpose
International surveys indicate that the prevalence of private tutoring in England is relatively low but as few national surveys have been undertaken, there is little detailed evidence available. The aim of this research is to provide a systematic description of the nature and extent of private tutoring at three points of transition in the English education system and to explore students' and parents' views of the reasons for its use. Over 3000 st…
Pupils' liking for school: Ability grouping, self-concept and perceptions of teaching
Background. Research indicates that affective aspects of development provide a basis for autonomous learning. Pupils' liking for school may be a useful indicator of their relationships with teachers and the school.Aims. The aim of the research reported in this paper is to establish the properties of a measure of pupils' liking for school and to examine associations between this measure, pupils' experiences in lessons, their self-concepts and the …
Secondary school pupils' satisfaction with their ability grouping placements
There has been little research exploring pupils' satisfaction with their ability group placement. This article explores the extent to which pupils are happy with their placement, and the reasons they give for wanting to move to another class or set. The sample comprised over 5000 Year 9 pupils (aged 13–14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (Ye…
Secondary school pupils' preferences for different types of structured grouping practices
The aim of this article is to explore pupils' preferences for particular types of grouping practices, an area neglected in earlier research focusing on the personal and social outcomes of ability grouping. The sample comprised over 5000 Year 9 pupils (aged 13–14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (Years 7 to 9). Pupils responded to a questionn…
Secondary school teachers' attitudes towards and beliefs about ability grouping
Background: Internationally and historically considerable research has been undertaken regarding the attitudes of secondary school teachers towards different types of ability grouping. There has been no recent research taking account of the changing educational context in the UK.Aims: This paper aims to explore secondary school teachers' attitudes and beliefs about ability grouping taking account of school type, gender, experience and qualificati…
What are the effects of ability grouping on GCSE attainment
The use of ability grouping is frequently justified on the grounds that it is an effective means of raising attainment. Little large‐scale quantitative research has been undertaken since the introduction of the National Curriculum in England and Wales. The aim of this article is to examine the effects of setting on students' achievement in English, mathematics and science General Certificate of Secondary Education (GCSE) examinations. Data were c…
Secondary school teachers' pedagogic practices when teaching mixed and structured ability classes
Internationally and historically in the UK, considerable research has been undertaken regarding teachers' pedagogical practices when working with high or low ability classes. Latterly, in the UK, research has focused on pedagogical practices in mixed ability classes. This paper aims to compare secondary school teachers' pedagogical practices in mixed and ability grouped classes and explore whether these are influenced by the extent to which eithe…
Ability groupings in the primary school: Issues arising from practice
Schools are under increasing pressure to raise standards and to deliver a curriculum which meets the needs of all pupils. To do this, following recommendations from the DfES, many schools have adopted structured ability grouping practices for at least part of the curriculum. This paper reports research investigating management issues in six primary schools adopting contrasting grouping practices. Interviews were undertaken with head teachers, gov…
Additivity Assumptions in the Measurements of Delinquency
KENNETH PEASE, JUDITH IRESON, JENNIFER THORPE; ADDITIVITY ASSUMPTIONS IN THE MEASUREMENTS OF DELINQUENCY, The British Journal of Criminology, Volume 14, Is
Primary pupils' experiences of different types of grouping in school
There has been little research on pupils' experiences of ability grouping. This study aimed to explore the perceptions of primary‐aged pupils regarding the purpose and practice of within and between class ability grouping; their experiences of those practices; and how their attitudes to school, self‐perceptions and behaviour were affected. The study was undertaken in six primary schools adopting different combinations of grouping practices includ…
Grouping practices in the primary school: What influences change
During the 1990s, there was considerable emphasis on promoting particular kinds of pupil grouping as a means of raising educational standards. This survey of 2000 primary schools explored the extent to which schools had changed their grouping practices in response to this, the nature of the changes made and the reasons for those changes. Forty‐eight per cent of responding schools reported that they had made no change. Twenty‐two per cent reported…
Pedagogical beliefs, activity choice and structure, and adult–child interaction in nursery classrooms
Within‐class Ability Grouping: Placement of pupils in groups and self‐concept
With the introduction of the literacy and numeracy hours, children are being grouped by ability within the primary classroom. Within‐class ability grouping is seen as a means of raising attainment that avoids the social and emotional disadvantages of streaming. This research examined within‐class grouping for mathematics in six classes in one primary school. The aim of the research was to examine whether pupils' placement in ability groups was co…
Developing the Curriculum for Children with Learning Difficulties: Towards a grounded model
A purposive sampling strategy was used to select 10 primary, 10 secondary and 10 special schools that were recommended for their work in developing curricula for children experiencing learning difficulty. The process of curriculum development in these schools was examined through interviews and curriculum documentation. A systematic method of qualitative data analysis was developed, based on a category framework which incorporated the teachers’ c…
Additivity Assumptions in the Measurements of Delinquency
KENNETH PEASE, JUDITH IRESON, JENNIFER THORPE; ADDITIVITY ASSUMPTIONS IN THE MEASUREMENTS OF DELINQUENCY, The British Journal of Criminology, Volume 14, Is
Developing the Curriculum for Children with Learning Difficulties: Towards a grounded model
A purposive sampling strategy was used to select 10 primary, 10 secondary and 10 special schools that were recommended for their work in developing curricula for children experiencing learning difficulty. The process of curriculum development in these schools was examined through interviews and curriculum documentation. A systematic method of qualitative data analysis was developed, based on a category framework which incorporated the teachers’ c…
Developing the Curriculum for Pupils Experiencing Difficulties in Learning in Ordinary Schools: A systematic, comparative analysis
A comparative analysis of the process of curriculum development in a sample of 10 primary and 10 secondary schools is presented. Interview reports and school documentation were analysed through the construction and application of a set of grounded data categories. These categories were grouped into a model in order to represent the process of curriculum development. The analysis revealed differences between schools which were associated with the …
Comparing the process of curriculum development in two schools: Evidence from interviews
Ability Grouping in Education
Drawing on their own and others' research in primary and secondary schools, the authors provide an accessible analysis of the issues and latest research on ability grouping
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…
Within‐class Ability Grouping: Placement of pupils in groups and self‐concept
With the introduction of the literacy and numeracy hours, children are being grouped by ability within the primary classroom. Within‐class ability grouping is seen as a means of raising attainment that avoids the social and emotional disadvantages of streaming. This research examined within‐class grouping for mathematics in six classes in one primary school. The aim of the research was to examine whether pupils' placement in ability groups was co…
Ability groupings in the primary school: Issues arising from practice
Schools are under increasing pressure to raise standards and to deliver a curriculum which meets the needs of all pupils. To do this, following recommendations from the DfES, many schools have adopted structured ability grouping practices for at least part of the curriculum. This paper reports research investigating management issues in six primary schools adopting contrasting grouping practices. Interviews were undertaken with head teachers, gov…
Secondary school teachers' attitudes towards and beliefs about ability grouping
Background: Internationally and historically considerable research has been undertaken regarding the attitudes of secondary school teachers towards different types of ability grouping. There has been no recent research taking account of the changing educational context in the UK.Aims: This paper aims to explore secondary school teachers' attitudes and beliefs about ability grouping taking account of school type, gender, experience and qualificati…
Grouping practices in the primary school: What influences change
During the 1990s, there was considerable emphasis on promoting particular kinds of pupil grouping as a means of raising educational standards. This survey of 2000 primary schools explored the extent to which schools had changed their grouping practices in response to this, the nature of the changes made and the reasons for those changes. Forty‐eight per cent of responding schools reported that they had made no change. Twenty‐two per cent reported…
Primary pupils' experiences of different types of grouping in school
There has been little research on pupils' experiences of ability grouping. This study aimed to explore the perceptions of primary‐aged pupils regarding the purpose and practice of within and between class ability grouping; their experiences of those practices; and how their attitudes to school, self‐perceptions and behaviour were affected. The study was undertaken in six primary schools adopting different combinations of grouping practices includ…
What are the effects of ability grouping on GCSE attainment
The use of ability grouping is frequently justified on the grounds that it is an effective means of raising attainment. Little large‐scale quantitative research has been undertaken since the introduction of the National Curriculum in England and Wales. The aim of this article is to examine the effects of setting on students' achievement in English, mathematics and science General Certificate of Secondary Education (GCSE) examinations. Data were c…
Secondary school teachers' pedagogic practices when teaching mixed and structured ability classes
Internationally and historically in the UK, considerable research has been undertaken regarding teachers' pedagogical practices when working with high or low ability classes. Latterly, in the UK, research has focused on pedagogical practices in mixed ability classes. This paper aims to compare secondary school teachers' pedagogical practices in mixed and ability grouped classes and explore whether these are influenced by the extent to which eithe…
Pupils' liking for school: Ability grouping, self-concept and perceptions of teaching
Background. Research indicates that affective aspects of development provide a basis for autonomous learning. Pupils' liking for school may be a useful indicator of their relationships with teachers and the school.Aims. The aim of the research reported in this paper is to establish the properties of a measure of pupils' liking for school and to examine associations between this measure, pupils' experiences in lessons, their self-concepts and the …
Secondary school pupils' preferences for different types of structured grouping practices
The aim of this article is to explore pupils' preferences for particular types of grouping practices, an area neglected in earlier research focusing on the personal and social outcomes of ability grouping. The sample comprised over 5000 Year 9 pupils (aged 13–14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (Years 7 to 9). Pupils responded to a questionn…
Secondary school pupils' satisfaction with their ability grouping placements
There has been little research exploring pupils' satisfaction with their ability group placement. This article explores the extent to which pupils are happy with their placement, and the reasons they give for wanting to move to another class or set. The sample comprised over 5000 Year 9 pupils (aged 13–14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (Ye…
Pedagogical beliefs, activity choice and structure, and adult–child interaction in nursery classrooms
Private tutoring at transition points in the English education system: Its nature, extent and purpose
International surveys indicate that the prevalence of private tutoring in England is relatively low but as few national surveys have been undertaken, there is little detailed evidence available. The aim of this research is to provide a systematic description of the nature and extent of private tutoring at three points of transition in the English education system and to explore students' and parents' views of the reasons for its use. Over 3000 st…
Mathematics education (16 works) · Psychology (16 works) · Pedagogy (14 works) · Curriculum (8 works) · Early Childhood Education and Development (7 works) · Computer Science (6 works) · Education Systems and Policy (6 works) · Developmental psychology (5 works) · Sample (material) (5 works) · School Choice and Performance (5 works)