Robert Coe
Biographic Data
| ID | 3655835 |
|---|---|
| NAME | Robert Coe |
| GIVEN NAMES | Robert |
| FAMILY NAME | Coe |
| SIGNATURE | COE R |
| AFFILIATIONS | Durham University |
| ORCID | 0009-0008-2116-6794 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 22 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 3 |
Understanding comparability of examination standards
Much of the argument about comparability of examination standards is at cross‐purposes; contradictory positions are in fact often both defensible, but they are using the same words to mean different things. To clarify this, two broad conceptualisations of standards can be identified. One sees the standard in the observed phenomena of performance in relation to specified criteria (performance view); the other sees it in terms of the levels achieve…
Increasing within‐school competition
The authors investigate the size and stability of departmental effects in English secondary schooling during a period in which extensions to parental choice and annual publication of school performance tables had significantly increased competitive pressures on schools. Their database of nearly 450 English secondary schools enables them to investigate departments in terms of both their unadjusted and value‐added average students’ performance in n…
Competition, cream‐skimming and department performance within secondary schools1
The performance of departments has been largely neglected in previous studies of subject choice in secondary schools. This is a significant omission because analysis at departmental level enables a fuller assessment of the effects of competition and specialisation on pupil performance. This paper examines relationships between both absolute and value‐added measures of departmental performance and the likelihood of students being entered for exami…
School Improvement
School improvement is much sought and often claimed. However, it is questionable whether overall achievement in countries such as the USA or England has improved by any significant amount over thirty years. Several school improvement programmes have been claimed as successful, but evaluations, even where they exist, are generally poor: based on the perceptions of participants, lacking any counterfactual or reporting selectively. Accounts of impro…
Effects of Schooling on Reading Performance, Reading Engagement, and Reading Activities of 15-Year-Olds in England
This article reports the findings of an analysis into the effect of one year’s schooling for 15-year-olds in England on reading performance, reading engagement, and reading activities. The analyses were done on PISA 2000 data by applying a regression discontinuity approach within a multilevel framework. The effect of schooling is estimated as the difference between students from two consecutive grades minus the effect of age. A remarkably modest …
Thirty years on - a large anti-Flynn effect? The Piagetian test Volume & Heaviness norms 1975-2003
Background. Volume & Heaviness was one of three Piagetian tests used in the CSMS survey in 1975/76. However unlike psychometric tests showing the Flynn effect - that is with students showing steady improvements year by year requiring tests to be restandardized - it appeared that the performance of Y7 students has recently been getting steadily worse.Aims. A sample of schools sufficiently large and representative was chosen so that the hypothesis …
Celebration of the success of distributed research with schools
The Curriculum, Evaluation and Management (CEM) Centre has grown in just 25 years to become the largest educational research unit in a UK university. It has influenced schools and teachers in unprecedented numbers and has had a considerable impact on policy and practice both directly and indirectly in the UK and beyond. This article summarises this growth and points to key features of its success. It recounts the philosophical approach of the cen…
Can feedback improve teaching? A review of the social science literature with a view to identifying the conditions under which giving feedback to teachers will result in improved performance
In view of the increasingly prominent use in schools and colleges of performance indicators, inspection, appraisal and other forms of performance feedback, it seems important to know what evidence there is that such feedback will produce any improvement in standards, and under what conditions this may be expected to occur. The plausible view that people who receive feedback on a task perform better than those who do not is found to be not univers…
Proof Practices and Constructs of Advanced Mathematics Students
Proof has traditionally been seen as an important aspect of the advanced mathematics curriculum. The study reported here examines the proof practices and constructs of a group of students educated within a ‘post‐Cockcroft’ mathematics curriculum. It finds that although, in the spirit of the reformed curriculum, students are actively involved in developing mathematical ideas, this is within a restricted mode in which ideas of enquiry have become l…
War Babies
The Photographer/Far from the Truth
Talking Poetics from Naropa Institute
Terpsichore in Sneakers
Thirty years on - a large anti-Flynn effect? The Piagetian test Volume & Heaviness norms 1975-2003
Background. Volume & Heaviness was one of three Piagetian tests used in the CSMS survey in 1975/76. However unlike psychometric tests showing the Flynn effect - that is with students showing steady improvements year by year requiring tests to be restandardized - it appeared that the performance of Y7 students has recently been getting steadily worse.Aims. A sample of schools sufficiently large and representative was chosen so that the hypothesis …
School Improvement
School improvement is much sought and often claimed. However, it is questionable whether overall achievement in countries such as the USA or England has improved by any significant amount over thirty years. Several school improvement programmes have been claimed as successful, but evaluations, even where they exist, are generally poor: based on the perceptions of participants, lacking any counterfactual or reporting selectively. Accounts of impro…
Celebration of the success of distributed research with schools
The Curriculum, Evaluation and Management (CEM) Centre has grown in just 25 years to become the largest educational research unit in a UK university. It has influenced schools and teachers in unprecedented numbers and has had a considerable impact on policy and practice both directly and indirectly in the UK and beyond. This article summarises this growth and points to key features of its success. It recounts the philosophical approach of the cen…
Understanding comparability of examination standards
Much of the argument about comparability of examination standards is at cross‐purposes; contradictory positions are in fact often both defensible, but they are using the same words to mean different things. To clarify this, two broad conceptualisations of standards can be identified. One sees the standard in the observed phenomena of performance in relation to specified criteria (performance view); the other sees it in terms of the levels achieve…
Effects of Schooling on Reading Performance, Reading Engagement, and Reading Activities of 15-Year-Olds in England
This article reports the findings of an analysis into the effect of one year’s schooling for 15-year-olds in England on reading performance, reading engagement, and reading activities. The analyses were done on PISA 2000 data by applying a regression discontinuity approach within a multilevel framework. The effect of schooling is estimated as the difference between students from two consecutive grades minus the effect of age. A remarkably modest …
Increasing within‐school competition
The authors investigate the size and stability of departmental effects in English secondary schooling during a period in which extensions to parental choice and annual publication of school performance tables had significantly increased competitive pressures on schools. Their database of nearly 450 English secondary schools enables them to investigate departments in terms of both their unadjusted and value‐added average students’ performance in n…
Competition, cream‐skimming and department performance within secondary schools1
The performance of departments has been largely neglected in previous studies of subject choice in secondary schools. This is a significant omission because analysis at departmental level enables a fuller assessment of the effects of competition and specialisation on pupil performance. This paper examines relationships between both absolute and value‐added measures of departmental performance and the likelihood of students being entered for exami…
Talking Poetics from Naropa Institute
Terpsichore in Sneakers
The Photographer/Far from the Truth
War Babies
Proof Practices and Constructs of Advanced Mathematics Students
Proof has traditionally been seen as an important aspect of the advanced mathematics curriculum. The study reported here examines the proof practices and constructs of a group of students educated within a ‘post‐Cockcroft’ mathematics curriculum. It finds that although, in the spirit of the reformed curriculum, students are actively involved in developing mathematical ideas, this is within a restricted mode in which ideas of enquiry have become l…
Can feedback improve teaching? A review of the social science literature with a view to identifying the conditions under which giving feedback to teachers will result in improved performance
In view of the increasingly prominent use in schools and colleges of performance indicators, inspection, appraisal and other forms of performance feedback, it seems important to know what evidence there is that such feedback will produce any improvement in standards, and under what conditions this may be expected to occur. The plausible view that people who receive feedback on a task perform better than those who do not is found to be not univers…
Celebration of the success of distributed research with schools
The Curriculum, Evaluation and Management (CEM) Centre has grown in just 25 years to become the largest educational research unit in a UK university. It has influenced schools and teachers in unprecedented numbers and has had a considerable impact on policy and practice both directly and indirectly in the UK and beyond. This article summarises this growth and points to key features of its success. It recounts the philosophical approach of the cen…
Thirty years on - a large anti-Flynn effect? The Piagetian test Volume & Heaviness norms 1975-2003
Background. Volume & Heaviness was one of three Piagetian tests used in the CSMS survey in 1975/76. However unlike psychometric tests showing the Flynn effect - that is with students showing steady improvements year by year requiring tests to be restandardized - it appeared that the performance of Y7 students has recently been getting steadily worse.Aims. A sample of schools sufficiently large and representative was chosen so that the hypothesis …
Effects of Schooling on Reading Performance, Reading Engagement, and Reading Activities of 15-Year-Olds in England
This article reports the findings of an analysis into the effect of one year’s schooling for 15-year-olds in England on reading performance, reading engagement, and reading activities. The analyses were done on PISA 2000 data by applying a regression discontinuity approach within a multilevel framework. The effect of schooling is estimated as the difference between students from two consecutive grades minus the effect of age. A remarkably modest …
Increasing within‐school competition
The authors investigate the size and stability of departmental effects in English secondary schooling during a period in which extensions to parental choice and annual publication of school performance tables had significantly increased competitive pressures on schools. Their database of nearly 450 English secondary schools enables them to investigate departments in terms of both their unadjusted and value‐added average students’ performance in n…
Competition, cream‐skimming and department performance within secondary schools1
The performance of departments has been largely neglected in previous studies of subject choice in secondary schools. This is a significant omission because analysis at departmental level enables a fuller assessment of the effects of competition and specialisation on pupil performance. This paper examines relationships between both absolute and value‐added measures of departmental performance and the likelihood of students being entered for exami…
School Improvement
School improvement is much sought and often claimed. However, it is questionable whether overall achievement in countries such as the USA or England has improved by any significant amount over thirty years. Several school improvement programmes have been claimed as successful, but evaluations, even where they exist, are generally poor: based on the perceptions of participants, lacking any counterfactual or reporting selectively. Accounts of impro…
Understanding comparability of examination standards
Much of the argument about comparability of examination standards is at cross‐purposes; contradictory positions are in fact often both defensible, but they are using the same words to mean different things. To clarify this, two broad conceptualisations of standards can be identified. One sees the standard in the observed phenomena of performance in relation to specified criteria (performance view); the other sees it in terms of the levels achieve…
Psychology (9 works) · Computer Science (5 works) · Educational Assessment and Improvement (4 works) · Mathematics education (4 works) · Political science (4 works) · School Choice and Performance (4 works) · Statistics (4 works) · Art (3 works) · Library science (3 works) · Mathematics (3 works)