Jeremy Hodgen
Biographic Data
| ID | 5240757 |
|---|---|
| NAME | Jeremy Hodgen |
| GIVEN NAMES | Jeremy |
| FAMILY NAME | Hodgen |
| SIGNATURE | HODGEN J |
| AFFILIATIONS | University of Nottingham |
| ORCID | 0000-0002-9196-4088 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 73 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Teaching Low-Attaining Secondary School Mathematics Students: What Practices Do Their Teachers Report
This paper reports on the findings from 12 in-depth, semi-structured interviews with mathematics teachers experienced in teaching low-attaining students in Years 9–10 (ages 13–15) in England, conducted as part of a wider project. The interviews covered the teachers’ reported practices when teaching low-attaining students, with particular regard to their use of representations, manipulatives, derived facts and estimation. We also asked teachers ab…
Access to mathematics learning for lower secondary students in England during school closures: Implications for equity and quality
During the initial period of ‘lockdown’ in response to the COVID-19 pandemic, schools in England were closed to the majority of pupils for 15 weeks. We examine how during this time schools provided emergency remote teaching in mathematics to lower secondary pupils with different levels of prior attainment and advantage. Drawing on a mixed-methods study including a survey (N = 49) and interviews (N = 17) with Heads of Mathematics, we analyse schoo…
Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial
The use of teaching assistants (TAs) is widespread in many education systems, but the ways that TAs can support learning effectively are poorly understood. Much evidence indicates that most TA support has no, or negative, effects on pupil attainment. A small but growing body of evidence shows that structured TA intervention programmes can be effective. This paper reports the results of a large-scale randomised controlled trial of Catch Up® Numera…
The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time
Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between‐class attainment groups (‘setting’) in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top…
Attainment grouping in English secondary schools: A national survey of current practices
Attainment grouping is a prevalent yet controversial practice, used in most English schools and on the rise internationally, despite evidence that it is detrimental to the majority of pupils. In England, no data is routinely recorded regarding these practices, and most research on student outcomes depends on a simplistic dichotomy between pupils grouped and ungrouped by attainment. We present the findings of a survey of attainment grouping practi…
The impact of tracking by attainment on pupil self-confidence over time: Demonstrating the accumulative impact of self-fulfilling prophecy
The impact of self-fulfilling prophecy in education, and of attainment grouping on pupil self-perception, remain topics of longstanding debate, with important consequences for social in/justice. Focusing on self-confidence, this article draws on survey responses from 9,059 12-13 year olds who were tracked by subject (‘setting’). They provided survey responses when placed in ‘ability’ sets at the start of their secondary schooling, and again late …
Pedagogical devices as children’s social care levers: A study of social care workers’ attitudes towards boarding schools to care for and educate children in need
It has been proposed that boarding schools in England can be used to provide a stable education and care environment for vulnerable children in need, and the government is expanding their use. However, for vulnerable children to be placed in boarding schools, social workers will need to be willing to contemplate boarding as a viable care option. In this study we interviewed N = 21 social care practitioners including directors, senior and middle m…
Learners’ attitudes to mixed-attainment grouping: Examining the views of students of high, middle and low attainment
There is a substantial international literature around the impact of different types of grouping by attainment on the academic and personal outcomes of students. This literature, however, is sparse in student voices, especially in relation to mixed-attainment practices. Research has indicated that students of different attainment levels might have different experiences and views of grouping structures. This paper represents a significant contribu…
The misallocation of students to academic sets in maths: A study of secondary schools in England
Drawing upon data gathered from 9301 Year 7 students (12–13 years old) from 46 secondary schools in England, this study represents the first larger‐scale attempt to compare their actual set allocations in maths with the counterfactual position where their allocation to sets is based solely on their prior attainment at the end of primary school [using their Key Stage 2 (KS2) fine‐grained scores in maths]. Through such an analysis, the study found …
Why is it difficult for schools to establish equitable practices in allocating students to attainment ‘sets’
Research has consistently shown ‘ability’ grouping (tracking) to be prey to poor practice, and to perpetuate inequity. A feature of these problems is inequitable and inaccurate practice in allocation to groups or ‘tracks’. Yet little research has examined whether such practices might be improved. Here, we examine survey and interview findings from a large-scale intervention study of grouping practices in 126 English secondary schools. We find tha…
Teacher ‘quality’ and attainment grouping: The role of within-school teacher deployment in social and educational inequality
Exploring the relative lack of impact of research on ‘ability grouping’ in England: A discourse analytic account
Grouping students by ‘ability’ is a topic of long-standing contention in English education policy, research and practice. While policy-makers have frequently advocated the practice as reflecting educational ‘standards’, research has consistently failed to find significant benefits of ‘ability’ grouping; and indeed has identified disadvantages for some (low-attaining) pupil groups. However, this research evidence has apparently failed to impact on…
The misallocation of students to academic sets in maths: A study of secondary schools in England
Drawing upon data gathered from 9301 Year 7 students (12–13 years old) from 46 secondary schools in England, this study represents the first larger‐scale attempt to compare their actual set allocations in maths with the counterfactual position where their allocation to sets is based solely on their prior attainment at the end of primary school [using their Key Stage 2 (KS2) fine‐grained scores in maths]. Through such an analysis, the study found …
The impact of tracking by attainment on pupil self-confidence over time: Demonstrating the accumulative impact of self-fulfilling prophecy
The impact of self-fulfilling prophecy in education, and of attainment grouping on pupil self-perception, remain topics of longstanding debate, with important consequences for social in/justice. Focusing on self-confidence, this article draws on survey responses from 9,059 12-13 year olds who were tracked by subject (‘setting’). They provided survey responses when placed in ‘ability’ sets at the start of their secondary schooling, and again late …
Learners’ attitudes to mixed-attainment grouping: Examining the views of students of high, middle and low attainment
There is a substantial international literature around the impact of different types of grouping by attainment on the academic and personal outcomes of students. This literature, however, is sparse in student voices, especially in relation to mixed-attainment practices. Research has indicated that students of different attainment levels might have different experiences and views of grouping structures. This paper represents a significant contribu…
Attainment grouping in English secondary schools: A national survey of current practices
Attainment grouping is a prevalent yet controversial practice, used in most English schools and on the rise internationally, despite evidence that it is detrimental to the majority of pupils. In England, no data is routinely recorded regarding these practices, and most research on student outcomes depends on a simplistic dichotomy between pupils grouped and ungrouped by attainment. We present the findings of a survey of attainment grouping practi…
Why is it difficult for schools to establish equitable practices in allocating students to attainment ‘sets’
Research has consistently shown ‘ability’ grouping (tracking) to be prey to poor practice, and to perpetuate inequity. A feature of these problems is inequitable and inaccurate practice in allocation to groups or ‘tracks’. Yet little research has examined whether such practices might be improved. Here, we examine survey and interview findings from a large-scale intervention study of grouping practices in 126 English secondary schools. We find tha…
The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time
Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between‐class attainment groups (‘setting’) in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top…
Teacher ‘quality’ and attainment grouping: The role of within-school teacher deployment in social and educational inequality
Pedagogical devices as children’s social care levers: A study of social care workers’ attitudes towards boarding schools to care for and educate children in need
It has been proposed that boarding schools in England can be used to provide a stable education and care environment for vulnerable children in need, and the government is expanding their use. However, for vulnerable children to be placed in boarding schools, social workers will need to be willing to contemplate boarding as a viable care option. In this study we interviewed N = 21 social care practitioners including directors, senior and middle m…
Exploring the relative lack of impact of research on ‘ability grouping’ in England: A discourse analytic account
Grouping students by ‘ability’ is a topic of long-standing contention in English education policy, research and practice. While policy-makers have frequently advocated the practice as reflecting educational ‘standards’, research has consistently failed to find significant benefits of ‘ability’ grouping; and indeed has identified disadvantages for some (low-attaining) pupil groups. However, this research evidence has apparently failed to impact on…
Teacher ‘quality’ and attainment grouping: The role of within-school teacher deployment in social and educational inequality
Learners’ attitudes to mixed-attainment grouping: Examining the views of students of high, middle and low attainment
There is a substantial international literature around the impact of different types of grouping by attainment on the academic and personal outcomes of students. This literature, however, is sparse in student voices, especially in relation to mixed-attainment practices. Research has indicated that students of different attainment levels might have different experiences and views of grouping structures. This paper represents a significant contribu…
The misallocation of students to academic sets in maths: A study of secondary schools in England
Drawing upon data gathered from 9301 Year 7 students (12–13 years old) from 46 secondary schools in England, this study represents the first larger‐scale attempt to compare their actual set allocations in maths with the counterfactual position where their allocation to sets is based solely on their prior attainment at the end of primary school [using their Key Stage 2 (KS2) fine‐grained scores in maths]. Through such an analysis, the study found …
Why is it difficult for schools to establish equitable practices in allocating students to attainment ‘sets’
Research has consistently shown ‘ability’ grouping (tracking) to be prey to poor practice, and to perpetuate inequity. A feature of these problems is inequitable and inaccurate practice in allocation to groups or ‘tracks’. Yet little research has examined whether such practices might be improved. Here, we examine survey and interview findings from a large-scale intervention study of grouping practices in 126 English secondary schools. We find tha…
The impact of tracking by attainment on pupil self-confidence over time: Demonstrating the accumulative impact of self-fulfilling prophecy
The impact of self-fulfilling prophecy in education, and of attainment grouping on pupil self-perception, remain topics of longstanding debate, with important consequences for social in/justice. Focusing on self-confidence, this article draws on survey responses from 9,059 12-13 year olds who were tracked by subject (‘setting’). They provided survey responses when placed in ‘ability’ sets at the start of their secondary schooling, and again late …
Pedagogical devices as children’s social care levers: A study of social care workers’ attitudes towards boarding schools to care for and educate children in need
It has been proposed that boarding schools in England can be used to provide a stable education and care environment for vulnerable children in need, and the government is expanding their use. However, for vulnerable children to be placed in boarding schools, social workers will need to be willing to contemplate boarding as a viable care option. In this study we interviewed N = 21 social care practitioners including directors, senior and middle m…
Attainment grouping in English secondary schools: A national survey of current practices
Attainment grouping is a prevalent yet controversial practice, used in most English schools and on the rise internationally, despite evidence that it is detrimental to the majority of pupils. In England, no data is routinely recorded regarding these practices, and most research on student outcomes depends on a simplistic dichotomy between pupils grouped and ungrouped by attainment. We present the findings of a survey of attainment grouping practi…
Can teaching assistants improve attainment and attitudes of low performing pupils in numeracy? Evidence from a large-scale randomised controlled trial
The use of teaching assistants (TAs) is widespread in many education systems, but the ways that TAs can support learning effectively are poorly understood. Much evidence indicates that most TA support has no, or negative, effects on pupil attainment. A small but growing body of evidence shows that structured TA intervention programmes can be effective. This paper reports the results of a large-scale randomised controlled trial of Catch Up® Numera…
The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time
Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between‐class attainment groups (‘setting’) in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top…
Access to mathematics learning for lower secondary students in England during school closures: Implications for equity and quality
During the initial period of ‘lockdown’ in response to the COVID-19 pandemic, schools in England were closed to the majority of pupils for 15 weeks. We examine how during this time schools provided emergency remote teaching in mathematics to lower secondary pupils with different levels of prior attainment and advantage. Drawing on a mixed-methods study including a survey (N = 49) and interviews (N = 17) with Heads of Mathematics, we analyse schoo…
Teaching Low-Attaining Secondary School Mathematics Students: What Practices Do Their Teachers Report
This paper reports on the findings from 12 in-depth, semi-structured interviews with mathematics teachers experienced in teaching low-attaining students in Years 9–10 (ages 13–15) in England, conducted as part of a wider project. The interviews covered the teachers’ reported practices when teaching low-attaining students, with particular regard to their use of representations, manipulatives, derived facts and estimation. We also asked teachers ab…
Psychology (11 works) · Educational attainment (9 works) · Political science (8 works) · School Choice and Performance (8 works) · Mathematics education (6 works) · Pedagogy (6 works) · Sociology (6 works) · Early Childhood Education and Development (5 works) · Parental Involvement in Education (4 works) · Economic growth (3 works)