Anne West
Datos Biográficos
| ID | 3671530 |
|---|---|
| NOMBRE | Anne West |
| NOMBRES | Anne |
| APELLIDO | West |
| FIRMA | WEST A |
| AFILIACIONES | London School of Economics and Political Science |
| ORCID | 0000-0003-2932-7667 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 47 |
| TOTAL DE CITAS | 372 |
| TOTAL COMO AUTOR | 47 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1973 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 12 |
Governance of Academies in England
School-based education in England has undergone significant changes since 2010, with a huge expansion of academies, schools outside local authority control, funded directly by central government.Academies and local authority (LA) maintained schools are subject to different legislative and regulatory frameworks.This paper focuses on the governance of LA maintained schools, single academy trusts (SATs) and schools that are part of multi-academy tru…
What Characteristics of Funding, Provision and Regulation Are Associated With Effective Social Investment in Ecec in England, France and Germany? - Corrigendum
Education and ignorance in the UK 80 years after Beveridge
In the founding document of the British welfare state, the Beveridge Report, ‘ignorance’ was identified as one of the ‘five giants on the road of reconstruction’. Dealing with ignorance meant developing education and greater equality of education to all children, with local authorities having a vital role to play. This paper focuses on the development of education policy in the UK by analysing legislative provision related to the role played by c…
Legislation, Ideas and Pre-School Education Policy in the Twentieth Century
This paper explores legislative provision and pre-school education policy in England over the course of the twentieth century. The paper argues that there has been a significant ideational shift over this period, from a policy focus on nursery education for poor children to universal early childhood education. Not only have ideas changed but provision and funding have changed. Although there have been major revisions to legislative provision, the…
What characteristics of funding, provision and regulation are associated with effective social investment in Ecec in England, France and Germany
Early childhood education and care (ECEC) is seen as a crucial element of the social investment state. Whilst the extent of social investment in ECEC depends on financial expenditure, its effectiveness depends on certain conditions being met: namely, affordable, high quality provision being available. We explore policy development and the role played by government in the funding, provision and regulation of ECEC in England, France and Germany and…
Nationalising’ and Transforming the Public Funding of Early Years Education (and care) in England 1996–2017
The public funding of early years education and care in England has been transformed. Historically, local councils had the main responsibility for decisions regarding nursery education and child day care, but in 1996 the Conservative government introduced a nursery education voucher scheme. Parents of four-year-olds could exchange the voucher for three terms of part-time ‘preschool provision’ in a state maintained nursery or primary school, or in…
Learning from Others”
The United Kingdom has been a laggard in developing early years education and care, but the Labour Governments of 1998–2010 increased childcare places significantly, and the Conservative/Liberal Democrat Coalition of 2010–15 continued to expand provision, despite its stringent austerity policy. However, the problem of securing availability, affordability, and quality persisted. The Coalition Government (very unusually) transferred policies from i…
The Expansion of “Private” Schools in England, Sweden and Eastern Germany
In a diverse range of European countries, there has been an increase in the proportion of pupils attending schools owned by private bodies but funded by the state. This article compares the policy development and governance of private government-dependent schools in three countries/regions: England, Sweden and Berlin/Brandenburg in Eastern Germany. It is found that the regulatory frameworks vary and are associated with specific policy goals and i…
Intergenerational Relations between English Students, Graduates Living at Home, and their Parents
Debate about intergenerational relations has become more prominent since the financial crisis of 2007–09, focusing particularly on the difficulties faced by young adults trying to enter the labour and housing markets, whilst often bearing high levels of debt incurred as students. This article reviews the nature of the ‘intergenerational contract’ at both the micro level of the family, and at the macro level between individuals and the state. We t…
Young Adult Graduates Living in the Parental Home
In the United Kingdom and the United States, significant numbers of university graduates live with their parents, but little is known about expectations regarding parental support. This article focuses on a sample of British middle-class families and their coresident young adult children. It explores the extent to which parents and their graduate children have consistent expectations regarding coresidence and financial support and how such suppor…
Early Childhood Education and Care in England under Austerity
Provision of early childhood education and care (ECEC) in England is highly marketised. Since 2010, when the Labour Party lost power to a Conservative/Liberal Democrat Coalition, followed by a Conservative victory in 2015, there has been a strong austerity agenda. It is therefore surprising that ECEC has continued to be supported and expanded. However, we show that policies to address the three key issues of availability, affordability and qualit…
The experience of co-residence
Finishing full-time higher education is one of the main reasons for returning home to live. Graduates who return to co-residence with their parents experience a delay in achieving full adult independence, which may pose problems for them and for their parents. In this article we use face-to-face interview data to explore the feelings and perceptions of 27 co-resident graduate ‘returners’ and one of their parents. We classify parent–returner dyads…
Living with the parents
Young graduates in England often return to the parental home after a period of living away during their university studies. Little is known, however, about why they return and how coresidence with parents fits within a life trajectory. This paper reports upon an in-depth cross-sectional qualitative study of young graduates’ coresidence with their parents. It identifies a five-part typology of the purpose of coresidence as perceived by the graduat…
Paying for Higher Education in England
Responsibility for meeting the costs of higher education in England has moved inexorably away from the government toward the family with the introduction of tuition fee and maintenance loans. Although an important public policy issue, there is limited research on how the policy impinges on the private sphere of the family. This paper focuses on financial support given by parents, including difficulties and constraints along with their perspective…
Parents’ involvement and university students’ independence
Living away from home at university has long been seen as a first step on the road to fully independent living, but considerable concern has been expressed by some commentators that involved parenting – sometimes termed ‘helicopter parenting’ – threatens the transition to independence. We approached students and parents at two pre-1992 universities and interviewed 29 parent-student dyads. The paper focuses on non-financial support and the analysi…
Academies in England and independent schools ( fristående skolor ) in Sweden
Academies (and free schools) in England and independent grant-aided schools, fristående skolor (or friskolor), in Sweden have been the subject of much academic debate, but there is a paucity of comparative research relating to policy development or outcomes. This paper adopts a comparative perspective, outlining the historical context, then comparing the policy goals and development of the two programmes from their inception. It is argued that th…
Re-Shaping Social Care Services for Older People in England
The first part of the paper argues that the care relationship is crucial to securing care quality, which has implications for the way in which quality is achieved and measured. However, for more than twenty years, governments have emphasised the part that increasing market competition and, more recently, user choice of services can play in driving up the quality of care. The second part of the paper analyses the development of social care service…
Implementing Evidence‐Based Parenting Programmes in a Small Sample of English Urban Local Authorities
This article focuses on the implementation of evidence‐based parenting programmes (EBPPs) in a small sample of urban local authorities in England. The first part discusses the development of government policy, guidance and implementation issues. The second part presents findings from an exploratory study, which focused on the implementation of EBPPs in terms of programme eligibility, fidelity and intensity in six urban local authorities. Implemen…
The Development of the Academies Programme
The secondary school system in England has undergone a radical transformation since 2010 with the rapid expansion of independent academies run by private companies (‘academy trusts’) and funded directly by central government. This paper examines the development of academies and their predecessors, city technology colleges, and explores the extent and nature of continuity and change. It is argued that processes of layering and policy revision, tog…
Welfare Regimes and Education Regimes
Education is crucially important for later outcomes but has received limited attention in comparative research on welfare states. In light of this, we present an exploratory analysis of education systems across fourteen EU countries and the US. This builds on existing work on educational institutions, educational outcomes and welfare regimes. We focus on institutional features associated with inequality of educational opportunity, including acade…
The effect of changes in published secondary school admissions on pupil composition
Data from three school admissions surveys and the National Pupil Database are combined to investigate whether changes to the School Admissions Code appear to have altered the published admissions policies and the social composition of particular schools. We show that the 2003 and 2007 School Admissions Codes appear to have been at least in part responsible for changes in the social composition of pupils at schools with criteria and arrangements t…
Why do faith secondary schools have advantaged intakes? The relative importance of neighbourhood characteristics, social background and religious identification amongst parents
This paper explores reasons why secondary schools with a religious character have pupil intakes that are of a higher social background and ability than their secular counterparts. We show that this is especially true across all regions in England once the characteristics of the pupils living in the local neighbourhoods are taken into account. Data from the National Pupil Database and the Longitudinal Survey of Young People in England are combined…
Accountability and Sanctions in English Schools
This paper focuses on accountability in school-based education in England. It explores notions of accountability and proposes a new framework for its analysis. It then identifies a number of types of accountability which are present in school-based education, and discusses each in terms of who is accountable to whom and for what. It goes on to examine the sanctions associated with each type of accountability and some possible effects of each type…
Funding Early Years Education And Care
There has been a focus on policies relating to early years education and care across the developed world and particularly in Europe. In the UK, there has been a raft of policy changes alongside increased investment. However, this paper argues that these changes may not be sufficient to meet EU objectives in terms of quality or the government's policy goals of high quality, affordable and accessible early years education and care. There are major …
High stakes testing, accountability, incentives and consequences in English schools
This article is concerned with high stakes testing in England, where system-wide marketoriented reforms have been introduced into the school-based education system. It focuses in particular on the consequences of such testing in terms of accountability, teaching, learning and resourcing. The article argues that not only are there serious consequences associated with the testing regime, but there are also doubts about the validity of the test resu…
The effect of changes in published secondary school admissions on pupil composition
Data from three school admissions surveys and the National Pupil Database are combined to investigate whether changes to the School Admissions Code appear to have altered the published admissions policies and the social composition of particular schools. We show that the 2003 and 2007 School Admissions Codes appear to have been at least in part responsible for changes in the social composition of pupils at schools with criteria and arrangements t…
Welfare Regimes and Education Regimes
Education is crucially important for later outcomes but has received limited attention in comparative research on welfare states. In light of this, we present an exploratory analysis of education systems across fourteen EU countries and the US. This builds on existing work on educational institutions, educational outcomes and welfare regimes. We focus on institutional features associated with inequality of educational opportunity, including acade…
Re-Shaping Social Care Services for Older People in England
The first part of the paper argues that the care relationship is crucial to securing care quality, which has implications for the way in which quality is achieved and measured. However, for more than twenty years, governments have emphasised the part that increasing market competition and, more recently, user choice of services can play in driving up the quality of care. The second part of the paper analyses the development of social care service…
The Development of the Academies Programme
The secondary school system in England has undergone a radical transformation since 2010 with the rapid expansion of independent academies run by private companies (‘academy trusts’) and funded directly by central government. This paper examines the development of academies and their predecessors, city technology colleges, and explores the extent and nature of continuity and change. It is argued that processes of layering and policy revision, tog…
Why do faith secondary schools have advantaged intakes? The relative importance of neighbourhood characteristics, social background and religious identification amongst parents
This paper explores reasons why secondary schools with a religious character have pupil intakes that are of a higher social background and ability than their secular counterparts. We show that this is especially true across all regions in England once the characteristics of the pupils living in the local neighbourhoods are taken into account. Data from the National Pupil Database and the Longitudinal Survey of Young People in England are combined…
Living with the parents
Young graduates in England often return to the parental home after a period of living away during their university studies. Little is known, however, about why they return and how coresidence with parents fits within a life trajectory. This paper reports upon an in-depth cross-sectional qualitative study of young graduates’ coresidence with their parents. It identifies a five-part typology of the purpose of coresidence as perceived by the graduat…
Students' Facebook ‘friends’
Friendship is highly significant during the university years. Facebook, widely used by students, is designed to facilitate communication with different groups of ‘friends’. This exploratory study involved interviewing a sample of student users of Facebook: it focuses on the extent to which older adults, especially parents, are accepted as Facebook friends, and the attitudes towards such friendships and potential friendships and what these reveal …
Early Childhood Education and Care in England under Austerity
Provision of early childhood education and care (ECEC) in England is highly marketised. Since 2010, when the Labour Party lost power to a Conservative/Liberal Democrat Coalition, followed by a Conservative victory in 2015, there has been a strong austerity agenda. It is therefore surprising that ECEC has continued to be supported and expanded. However, we show that policies to address the three key issues of availability, affordability and qualit…
High stakes testing, accountability, incentives and consequences in English schools
This article is concerned with high stakes testing in England, where system-wide marketoriented reforms have been introduced into the school-based education system. It focuses in particular on the consequences of such testing in terms of accountability, teaching, learning and resourcing. The article argues that not only are there serious consequences associated with the testing regime, but there are also doubts about the validity of the test resu…
What characteristics of funding, provision and regulation are associated with effective social investment in Ecec in England, France and Germany
Early childhood education and care (ECEC) is seen as a crucial element of the social investment state. Whilst the extent of social investment in ECEC depends on financial expenditure, its effectiveness depends on certain conditions being met: namely, affordable, high quality provision being available. We explore policy development and the role played by government in the funding, provision and regulation of ECEC in England, France and Germany and…
How New is New Labour? The Quasi-market and English Schools 1997 to 2001
This paper focuses on the reforms made to the quasi-market in school-based education in England that occurred between May 1997 and May 2001. It discusses the changes that have taken place in relation to parental choice, admissions to schools, school diversity, fund-ing and examination ‘league tables’. The Labour Government can be seen as having embraced the quasi-market with a similar enthusiasm to that of its Conservative predecessors although i…
Friending’
Facebook offers the possibility of increased social contact via a process known as ‘friending’, whereby users create personal profiles and accumulate ‘friends’ on a reciprocal basis. The making and maintaining of friendships has been shown to be particularly important to young adults, but there is a strong debate in the literature on computer-mediated communication about the value of the often weak ties that are created. Relatively little is know…
School Choice, Equity and Social Justice
This paper focuses on school choice and the extent to which admissions to publicly-funded secondary schools in England address issues of equity and social justice. It argues that schools with responsibility for their own admissions are more likely than others to act in their own self interest by ‘selecting in’ or ‘creaming’ particular pupils and ‘selecting out’ others. Given this, it is argued that individual schools should not be responsible for…
School Admissions
This paper examines the impact of education reforms on school admissions policies and practices. It discusses the changes that are needed to improve the current system, especially in areas where the market is highly developed. It is concluded that the new legislation to be enacted by the current Labour Government should be beneficial, but that more far-reaching changes are needed for the admissions process to be equitable, transparent and account…
Academies in England and independent schools ( fristående skolor ) in Sweden
Academies (and free schools) in England and independent grant-aided schools, fristående skolor (or friskolor), in Sweden have been the subject of much academic debate, but there is a paucity of comparative research relating to policy development or outcomes. This paper adopts a comparative perspective, outlining the historical context, then comparing the policy goals and development of the two programmes from their inception. It is argued that th…
Choices and destinations at transfer to secondary schools in London
It has been argued that the recent parental choice reforms in the UK favour middle‐class families. The paper reports quantitative and qualitative research evidence drawn from a recent ESRC‐funded study. In this study, middle‐class children were neither significantly more likely to be offered a place at their family's first‐choice school nor to be offered more places per application made. It is argued that routes through the education system have …
Accountability and Sanctions in English Schools
This paper focuses on accountability in school-based education in England. It explores notions of accountability and proposes a new framework for its analysis. It then identifies a number of types of accountability which are present in school-based education, and discusses each in terms of who is accountable to whom and for what. It goes on to examine the sanctions associated with each type of accountability and some possible effects of each type…
Paying for Higher Education in England
Responsibility for meeting the costs of higher education in England has moved inexorably away from the government toward the family with the introduction of tuition fee and maintenance loans. Although an important public policy issue, there is limited research on how the policy impinges on the private sphere of the family. This paper focuses on financial support given by parents, including difficulties and constraints along with their perspective…
Parental Involvement in Education in and out of School
This paper explores the ways in which parents—mothers and fathers—are involved in their children's education both in and out of school. It compares involvement of families with children in the final year of primary education (or its equivalent) in state and private schools, and amongst the state school parents compares families in terms of social class and mothers’ educational level. The findings indicate that mothers generally assume overriding …
Young Adult Graduates Living in the Parental Home
In the United Kingdom and the United States, significant numbers of university graduates live with their parents, but little is known about expectations regarding parental support. This article focuses on a sample of British middle-class families and their coresident young adult children. It explores the extent to which parents and their graduate children have consistent expectations regarding coresidence and financial support and how such suppor…
The experience of co-residence
Finishing full-time higher education is one of the main reasons for returning home to live. Graduates who return to co-residence with their parents experience a delay in achieving full adult independence, which may pose problems for them and for their parents. In this article we use face-to-face interview data to explore the feelings and perceptions of 27 co-resident graduate ‘returners’ and one of their parents. We classify parent–returner dyads…
Funding Early Years Education And Care
There has been a focus on policies relating to early years education and care across the developed world and particularly in Europe. In the UK, there has been a raft of policy changes alongside increased investment. However, this paper argues that these changes may not be sufficient to meet EU objectives in terms of quality or the government's policy goals of high quality, affordable and accessible early years education and care. There are major …
The role of the private sector in publicly funded schooling in England
In England, there is significant involvement of the private sector in publicly funded schools. This article focuses on different forms of involvement via academies and city technology colleges; specialist schools; Education Action Zones; outsourcing of services; and the Private Finance Initiative. Private sector involvement varies along different dimensions: service delivery, source of funding and locus of decision making. In the most far-reachin…
Accounting for Variations in Pupil Attainment at the End of Key Stage 1
This article analyses pupil national assessment results at Key Stage 1 (KS1) in the three core curriculum areas (English, mathematics and science) and in terms of an overall measure of performance across these areas for a sample of over 2400 pupils drawn from 62 inner London primary schools. It explores the influence of pupil background characteristics and school attended on attainment at KS1 and provides a contextualised analysis of schools’ per…
The Expansion of “Private” Schools in England, Sweden and Eastern Germany
In a diverse range of European countries, there has been an increase in the proportion of pupils attending schools owned by private bodies but funded by the state. This article compares the policy development and governance of private government-dependent schools in three countries/regions: England, Sweden and Berlin/Brandenburg in Eastern Germany. It is found that the regulatory frameworks vary and are associated with specific policy goals and i…
The Semantics of Focus in Amganad Ifugao
Americanae nace como un proyecto conjunto que surge dentro de la Red Europea de Información y Documentación sobre América Latina (REDIAL), y que ha afrontado la Biblioteca de la Agencia Española de Cooperación Internacional para el Desarrollo (AECID). Esta nueva biblioteca virtual hace más accesibles los libros digitales de tema americanista a los investigadores y usuarios interesados de cualquier parte del mundo
Evaluation of an early entry to infant school pilot exercise
This paper presents an evaluation of a pilot exercise involving four primary schools in the London Boroughs of Camden and Westminister that had started admitting children who were not 5 years old until the Summer term ('other fours') into infant school in January instead of in April (when they would have been ‘rising five'). The aims of the evaluation were first, to see how ‘rising fives’ and ‘other fours’ were settling into school, and second, t…
Educational provision for four‐year‐olds
This paper presents an evaluation of provision for 4‐year‐olds in educational settings specifically designed for this age group, namely nursery schools (including one school in a nursery centre), nursery classes and early‐reception classes. All the establishments were located in inner London boroughs. The aims of the study were first, to examine the organization, planning and curriculum on offer in these settings; second, to investigate staff vie…
Attitudes to secondary school
The views of a sample of parents with children in secondary schools in inner London were examined over a five‐year period. When the parents were interviewed at the end of their child's first year at secondary school, their views on their children's schools were generally favourable and they were pleased with their child's progress. At the end of the second and third years, parents still expressed considerable interest in their child's schooling, …
Parents' Views on Mixed and Single‐sex Secondary Schools
Parents' attitudes towards single‐sex and mixed secondary schooling are examined in this paper. In two studies, statements about mixed and girls‐only schooling were read out to parents, who were asked whether or not they agreed with them. Parents were also asked if they knew why some parents preferred mixed schools for their sons. Few differences between the parents of girls and boys at primary schools emerged; at the secondary stage it was found…
The Standard Assessment Tasks and the boycott at Key Stage 1
This study examined headteachers’ perspectives on the 1993 teachers’ boycott of standard assessment tasks (SATs) together with the teachers’ attitudes towards the tasks, their management and the boycott of the SATs. Headteachers were generally sympathetic to the boycott, but the response of governors was more varied. In only one school was there reported to be any reaction at all to the boycott by parents, and this was before the decision to boyc…
Children With and Without ‘Additional Educational Needs’ at Key Stage 1 in Six Inner City Schools—teaching and learning processes and policy implications
This paper is based on case‐studies of six English inner‐city infant schools and focuses on teaching and learning processes in Year 2 classes. It is concerned in particular with children with ‘additional educational needs'—operationalised here in terms of those with special educational needs (not necessarily statemented) and English language needs. Teachers’ aims are examined, as are their grouping strategies. In terms of provision made, teachers…
Children's Attitudes to the National Curriculum at Key Stage 1
An investigation of the attitudes of children aged 6‐7 (Year 2) from a variety of different backgrounds towards specific curricular areas is reported. The quantitative analysis revealed that using the computer was the most positively rated of all the activities examined. It was also found that girls had more positive attitudes than boys in a number of areas, particularly in relation to English and ‘coming to school’. Children from ethnic minority…
Accounting for Variations in Pupil Attainment at the End of Key Stage 1
This article analyses pupil national assessment results at Key Stage 1 (KS1) in the three core curriculum areas (English, mathematics and science) and in terms of an overall measure of performance across these areas for a sample of over 2400 pupils drawn from 62 inner London primary schools. It explores the influence of pupil background characteristics and school attended on attainment at KS1 and provides a contextualised analysis of schools’ per…
Choices and destinations at transfer to secondary schools in London
It has been argued that the recent parental choice reforms in the UK favour middle‐class families. The paper reports quantitative and qualitative research evidence drawn from a recent ESRC‐funded study. In this study, middle‐class children were neither significantly more likely to be offered a place at their family's first‐choice school nor to be offered more places per application made. It is argued that routes through the education system have …
Parental Involvement in Education in and out of School
This paper explores the ways in which parents—mothers and fathers—are involved in their children's education both in and out of school. It compares involvement of families with children in the final year of primary education (or its equivalent) in state and private schools, and amongst the state school parents compares families in terms of social class and mothers’ educational level. The findings indicate that mothers generally assume overriding …
School Admissions
This paper examines the impact of education reforms on school admissions policies and practices. It discusses the changes that are needed to improve the current system, especially in areas where the market is highly developed. It is concluded that the new legislation to be enacted by the current Labour Government should be beneficial, but that more far-reaching changes are needed for the admissions process to be equitable, transparent and account…
New Labour and School‐based Education in England
This article focuses on the financing of school‐based education and the ways in which this has changed since the Labour Government was elected into office in May 1997. It also analyses fundamental problems associated with the current system and how these might be rectified. The main conclusions are that although the Labour Government has made clear efforts to target money on areas with high levels of poverty, the system by which most funds for ed…
How New is New Labour? The Quasi-market and English Schools 1997 to 2001
This paper focuses on the reforms made to the quasi-market in school-based education in England that occurred between May 1997 and May 2001. It discusses the changes that have taken place in relation to parental choice, admissions to schools, school diversity, fund-ing and examination ‘league tables’. The Labour Government can be seen as having embraced the quasi-market with a similar enthusiasm to that of its Conservative predecessors although i…
Banding’ and Secondary School Admissions
This paper focuses on the system of banding used in England by the former Inner London Education Authority (ILEA) in order to seek to obtain an intake to secondary schools that was balanced in terms of ability. The first part of the paper provides a brief history of the system of banding, how it was informed by verbal reasoning testing and how it was subsequently based on the results of a specially constructed reading test. The second part of the…
Market-oriented reforms and "high stakes" testing
This paper focuses on the use of “high stakes” tests and examinations, which by definition have serious consequences; high stakes tests are used in an attempt to raise standards and to evaluate school systems. A range of dysfunctional consequences of high stakes testing are observed, including teaching to the test and a narrowing of the curriculum. Moreover, we cannot be confident that the improvements observed in high stakes tests reflect authen…
School Choice, Equity and Social Justice
This paper focuses on school choice and the extent to which admissions to publicly-funded secondary schools in England address issues of equity and social justice. It argues that schools with responsibility for their own admissions are more likely than others to act in their own self interest by ‘selecting in’ or ‘creaming’ particular pupils and ‘selecting out’ others. Given this, it is argued that individual schools should not be responsible for…
Poverty and educational achievement
There is an achievement gap between children from poor family backgrounds and others; this is not unique to the UK, but found in all other countries of the OECD. This article examines the reasons why children from poorer backgrounds do not, on average, do as well academically at school as those from more advantaged backgrounds. It argues that the family, income and material resources are highly significant, although schools also play an important…
School Choice in London, England
In England, parents make “choices” (in reality, “preferences”) for the state-maintained secondary schools they wish their child to attend. If there are more applicants than places, the school's published admissions criteria are used to give priority to applicants. This article examines how school composition in London varies by first comparing schools that are overtly academically selective with those that are nominally “comprehensive” (“all abil…
The role of the private sector in publicly funded schooling in England
In England, there is significant involvement of the private sector in publicly funded schools. This article focuses on different forms of involvement via academies and city technology colleges; specialist schools; Education Action Zones; outsourcing of services; and the Private Finance Initiative. Private sector involvement varies along different dimensions: service delivery, source of funding and locus of decision making. In the most far-reachin…
Friending’
Facebook offers the possibility of increased social contact via a process known as ‘friending’, whereby users create personal profiles and accumulate ‘friends’ on a reciprocal basis. The making and maintaining of friendships has been shown to be particularly important to young adults, but there is a strong debate in the literature on computer-mediated communication about the value of the often weak ties that are created. Relatively little is know…
Students' Facebook ‘friends’
Friendship is highly significant during the university years. Facebook, widely used by students, is designed to facilitate communication with different groups of ‘friends’. This exploratory study involved interviewing a sample of student users of Facebook: it focuses on the extent to which older adults, especially parents, are accepted as Facebook friends, and the attitudes towards such friendships and potential friendships and what these reveal …
Funding Early Years Education And Care
There has been a focus on policies relating to early years education and care across the developed world and particularly in Europe. In the UK, there has been a raft of policy changes alongside increased investment. However, this paper argues that these changes may not be sufficient to meet EU objectives in terms of quality or the government's policy goals of high quality, affordable and accessible early years education and care. There are major …
High stakes testing, accountability, incentives and consequences in English schools
This article is concerned with high stakes testing in England, where system-wide marketoriented reforms have been introduced into the school-based education system. It focuses in particular on the consequences of such testing in terms of accountability, teaching, learning and resourcing. The article argues that not only are there serious consequences associated with the testing regime, but there are also doubts about the validity of the test resu…
Why do faith secondary schools have advantaged intakes? The relative importance of neighbourhood characteristics, social background and religious identification amongst parents
This paper explores reasons why secondary schools with a religious character have pupil intakes that are of a higher social background and ability than their secular counterparts. We show that this is especially true across all regions in England once the characteristics of the pupils living in the local neighbourhoods are taken into account. Data from the National Pupil Database and the Longitudinal Survey of Young People in England are combined…
Political science (29 obras) · Psychology (25 obras) · Sociology (24 obras) · Economics (23 obras) · Law (16 obras) · Economic growth (15 obras) · Pedagogy (15 obras) · Public Administration (14 obras) · School Choice and Performance (13 obras) · Social Psychology (11 obras)