Peter Mortimore
Biographic Data
| ID | 5239048 |
|---|---|
| NAME | Peter Mortimore |
| GIVEN NAMES | Peter |
| FAMILY NAME | Mortimore |
| SIGNATURE | MORTIMORE P |
| AFFILIATIONS | Universidad de Londres |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 93 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2000 |
| H-INDEX | 6 |
Does Educational Research Matter
This article endeavours to set British educational research in the context of national and international economic developments and to take account of national educational policy making and educational practice. It addresses seven questions: What does the term educational research include? What are the major tasks of educational research? What are its successes? What are its failures? Why is educational research attacked so frequently? Would we mi…
Learning
Learning
Learning
Learning
Differential Secondary School Effectiveness
This article reports the results of an Economic and Social Research Council (ESRC) funded study which focuses on the differential academic achievement of different groups of pupils. The paper describes the findings on the size and extent of school effects across 3 years (1990, 1991, 1992) for different groups of pupils (classified by gender, eligibility for free school means [FSM], ethnic group and by prior attainment). Pupils’ overall General Ce…
Comparison of value‐added models for secondary‐school effectiveness
The issue of value‐added measures of school effectiveness is reviewed in relation to the Government's requirement for schools to publish raw examination results. The study reports a series of multilevel analyses of the 1993 GCSE examination results in Lancashire employing a wide variety of pupil intake and school context variables as well as a range of 1991 Census measures attached to each school's catchment area and each pupil's home area. The m…
Quality control in education and schools
Here, Mortimore extends the discussion by Pring in Chapter 1 on quality and standards. Mortimore calls for the de-politicization of education, and explores quality control in schools. He suggests schools should themselves be able actively to define what they consider to be quality, to pinpoint clear standards of achievement, and to decide exactly how these are measured. He rejects league tables which compare raw achievement scores, because no acc…
Quality Control in Education and Schools
The Primary Head and the Secondary Head
Measuring Educational Quality
Measuring educational quality
School Matters
If Schools Matter, Can They Be Improved
School Matters
The effects of school membership on pupils’ educational outcomes
The article reports some of the major findings of a large‐scale longitudinal study of the progress and development of an age cohort of pupils during the junior years of education. The pupils attended a stratified random sample of 50 Inner London Education Authority (ILEA) primary schools during the period 1980‐84. The focus of the paper is an investigation of the existence and size of the effects of school membership upon these pupils’ progress i…
Educational Priority Indices
Criticisms of the concept of educational priority indices and reasons for the continued use of a school‐based policy are outlined with reference to the educational priority indices employed by the ILEA over the last decade. During 1981 a major review of the methods and measures used to construct the ILEA indices was undertaken. Details of criticisms of the data and methodology used in the past are provided. A new method of constructing the indice…
Fifteen Thousand Hours
Fifteen Thousand Hours gives a remarkable account of what goes on in schools, and what the effects are likely to be. It is vital reading for all those professionally involved in teaching
Learning
Comparison of value‐added models for secondary‐school effectiveness
The issue of value‐added measures of school effectiveness is reviewed in relation to the Government's requirement for schools to publish raw examination results. The study reports a series of multilevel analyses of the 1993 GCSE examination results in Lancashire employing a wide variety of pupil intake and school context variables as well as a range of 1991 Census measures attached to each school's catchment area and each pupil's home area. The m…
Does Educational Research Matter
This article endeavours to set British educational research in the context of national and international economic developments and to take account of national educational policy making and educational practice. It addresses seven questions: What does the term educational research include? What are the major tasks of educational research? What are its successes? What are its failures? Why is educational research attacked so frequently? Would we mi…
Learning
Differential Secondary School Effectiveness
This article reports the results of an Economic and Social Research Council (ESRC) funded study which focuses on the differential academic achievement of different groups of pupils. The paper describes the findings on the size and extent of school effects across 3 years (1990, 1991, 1992) for different groups of pupils (classified by gender, eligibility for free school means [FSM], ethnic group and by prior attainment). Pupils’ overall General Ce…
Educational Priority Indices
Criticisms of the concept of educational priority indices and reasons for the continued use of a school‐based policy are outlined with reference to the educational priority indices employed by the ILEA over the last decade. During 1981 a major review of the methods and measures used to construct the ILEA indices was undertaken. Details of criticisms of the data and methodology used in the past are provided. A new method of constructing the indice…
The effects of school membership on pupils’ educational outcomes
The article reports some of the major findings of a large‐scale longitudinal study of the progress and development of an age cohort of pupils during the junior years of education. The pupils attended a stratified random sample of 50 Inner London Education Authority (ILEA) primary schools during the period 1980‐84. The focus of the paper is an investigation of the existence and size of the effects of school membership upon these pupils’ progress i…
Fifteen Thousand Hours
Fifteen Thousand Hours gives a remarkable account of what goes on in schools, and what the effects are likely to be. It is vital reading for all those professionally involved in teaching
Fifteen Thousand Hours
Fifteen Thousand Hours gives a remarkable account of what goes on in schools, and what the effects are likely to be. It is vital reading for all those professionally involved in teaching
Educational Priority Indices
Criticisms of the concept of educational priority indices and reasons for the continued use of a school‐based policy are outlined with reference to the educational priority indices employed by the ILEA over the last decade. During 1981 a major review of the methods and measures used to construct the ILEA indices was undertaken. Details of criticisms of the data and methodology used in the past are provided. A new method of constructing the indice…
School Matters
The effects of school membership on pupils’ educational outcomes
The article reports some of the major findings of a large‐scale longitudinal study of the progress and development of an age cohort of pupils during the junior years of education. The pupils attended a stratified random sample of 50 Inner London Education Authority (ILEA) primary schools during the period 1980‐84. The focus of the paper is an investigation of the existence and size of the effects of school membership upon these pupils’ progress i…
School Matters
If Schools Matter, Can They Be Improved
Measuring Educational Quality
Measuring educational quality
Quality control in education and schools
Here, Mortimore extends the discussion by Pring in Chapter 1 on quality and standards. Mortimore calls for the de-politicization of education, and explores quality control in schools. He suggests schools should themselves be able actively to define what they consider to be quality, to pinpoint clear standards of achievement, and to decide exactly how these are measured. He rejects league tables which compare raw achievement scores, because no acc…
Quality Control in Education and Schools
The Primary Head and the Secondary Head
Comparison of value‐added models for secondary‐school effectiveness
The issue of value‐added measures of school effectiveness is reviewed in relation to the Government's requirement for schools to publish raw examination results. The study reports a series of multilevel analyses of the 1993 GCSE examination results in Lancashire employing a wide variety of pupil intake and school context variables as well as a range of 1991 Census measures attached to each school's catchment area and each pupil's home area. The m…
Differential Secondary School Effectiveness
This article reports the results of an Economic and Social Research Council (ESRC) funded study which focuses on the differential academic achievement of different groups of pupils. The paper describes the findings on the size and extent of school effects across 3 years (1990, 1991, 1992) for different groups of pupils (classified by gender, eligibility for free school means [FSM], ethnic group and by prior attainment). Pupils’ overall General Ce…
Learning
Learning
Learning
Learning
Does Educational Research Matter
This article endeavours to set British educational research in the context of national and international economic developments and to take account of national educational policy making and educational practice. It addresses seven questions: What does the term educational research include? What are the major tasks of educational research? What are its successes? What are its failures? Why is educational research attacked so frequently? Would we mi…
Psychology (14 works) · Mathematics education (12 works) · Political science (11 works) · Sociology (8 works) · Education Systems and Policy (5 works) · Pedagogy (5 works) · School Choice and Performance (5 works) · Education policy (4 works) · Educational Assessment and Improvement (4 works) · Higher education (4 works)