Antonina Tereshchenko
Dados Biográficos
| ID | 5019052 |
|---|---|
| NOME | Antonina Tereshchenko |
| PRENOMES | Antonina |
| SOBRENOME | Tereshchenko |
| ASSINATURA | TERESHCHENKO A |
| AFILIAÇÕES | Brunel University of London |
| ORCID | 0000-0002-4443-3188 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAÇÕES | 111 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 7 |
Making teaching an attractive profession
This paper explores the challenges and opportunities surrounding the recruitment and retention of minority ethnic teachers in England. Drawing on interview data from 33 teachers and school leaders of diverse ethnic backgrounds, it investigates whether racialised barriers identified in earlier research have shifted in the current context of teacher shortages and workforce diversification efforts. The findings suggest that participants generally di…
Racial microaggressions on the initial teacher education programmes
The representation and retention in the teaching profession are lower for people from all minority ethnic groups in England. The most significant ethnic disparities were found to occur in the early career stages (Worth et al., 2022). This article draws on critical race theory to investigate how racism, in the form of racial microaggressions, contributes to these disparities. It shares the findings from a small-scale research project on student te…
Access to mathematics learning for lower secondary students in England during school closures
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…
Developing environments for research engagement in English schools
This paper examines teachers' research engagement and its relationship to teacher professionalism in the English context, drawing on qualitative semi-structured interviews with early career and experienced teachers, and with middle and senior leaders in three comparative case study sites: a school with designated teacher-researcher positions; a school sponsored by a university; and a loose network of schools where research engagement is coordinat…
The achievement gap
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…
Minoritised teachers’ experiences of multiple, intersectional racisms in the school system in England
This paper recounts the experiences of 24 primary and secondary teachers from a number of minoritised groups in the education system in England, using interview data collected for a project exploring the retention of minority teachers. The teachers’ experiences of racism are discussed alongside other intersectional aspects of their identities–including gender, class, accent, and the subject they taught–to emphasise the variety of racisms experien…
Attainment grouping in English secondary schools
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
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 …
Reassessing ‘Ability’ Grouping
Presenting original quantitative and qualitative data from a large-scale empirical research project conducted in British secondary schools, Reassessing ‘Ability’ Grouping analyses the impact of attainment grouping on pupil outcomes, teacher effectiveness and social equality. Alongside a comprehensive account of existing literature and the international field, this book offers: Rigorous conceptual analysis of data A view of wider political debates…
Learners’ attitudes to mixed-attainment grouping
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
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 symbolic violence of setting
‘Setting’ is a widespread practice in the UK , despite little evidence of its efficacy and substantial evidence of its detrimental impact on those allocated to the lowest sets. Taking a Bourdieusian approach, we propose that setting can be understood as a practice through which the social and cultural reproduction of dominant power relations is enacted within schools. Drawing on survey data from 12,178 Year 7 (age 11/12) students and discussion g…
Identity projects in complementary and mainstream schools
This paper contributes to the literature on complementary schools as sites of learning and social and cultural identification. We draw on a small-scale multi-method qualitative study conducted in Albanian and Bulgarian community schools in London to explore the agendas of ‘new’ Eastern European complementary schools with respect to learning and heritage and their impact on migrant students’ identities and experiences with education in the UK. Fin…
Women in the driving seat
This paper is a case study of Eastern European immigrant women's social inclusion in Portugal through civic participation. An analysis of interviews conducted with women leaders and members of two ethnic associations provides a unique insight into their migrant pathways as highly educated women and the ways in which these women are constructing their citizenship in new contexts in Northern Portugal. These women's accounts of their immigrant exper…
Stories of Belonging
This article is situated within the literature examining the experiences of inclusion and exclusion by immigrant pupils in relation to the educational and social environment in the receiving country. It draws on data from a small, exploratory qualitative research study conducted in a supplementary school context in Portugal to explore how Ukrainian immigrant children (aged 12–16) negotiate their sense of belonging in Portugal. Specifically, the w…
Ukrainian youth and civic engagement
This article builds upon the literature examining the relationship of contemporary youth with politics and youth civic participation through a study exploring youth citizenship in post-socialist Ukraine. Specifically, drawing upon qualitative research undertaken during 2005-2006 with young people (aged 15-18) from two contrasting regions in East and West Ukraine, this paper uses three examples to highlight (and contrast across regions, where appl…
The misallocation of students to academic sets in maths
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 symbolic violence of setting
‘Setting’ is a widespread practice in the UK , despite little evidence of its efficacy and substantial evidence of its detrimental impact on those allocated to the lowest sets. Taking a Bourdieusian approach, we propose that setting can be understood as a practice through which the social and cultural reproduction of dominant power relations is enacted within schools. Drawing on survey data from 12,178 Year 7 (age 11/12) students and discussion g…
The impact of tracking by attainment on pupil self-confidence over time
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
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
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…
Ukrainian youth and civic engagement
This article builds upon the literature examining the relationship of contemporary youth with politics and youth civic participation through a study exploring youth citizenship in post-socialist Ukraine. Specifically, drawing upon qualitative research undertaken during 2005-2006 with young people (aged 15-18) from two contrasting regions in East and West Ukraine, this paper uses three examples to highlight (and contrast across regions, where appl…
The achievement gap
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…
Minoritised teachers’ experiences of multiple, intersectional racisms in the school system in England
This paper recounts the experiences of 24 primary and secondary teachers from a number of minoritised groups in the education system in England, using interview data collected for a project exploring the retention of minority teachers. The teachers’ experiences of racism are discussed alongside other intersectional aspects of their identities–including gender, class, accent, and the subject they taught–to emphasise the variety of racisms experien…
Teacher ‘quality’ and attainment grouping
Identity projects in complementary and mainstream schools
This paper contributes to the literature on complementary schools as sites of learning and social and cultural identification. We draw on a small-scale multi-method qualitative study conducted in Albanian and Bulgarian community schools in London to explore the agendas of ‘new’ Eastern European complementary schools with respect to learning and heritage and their impact on migrant students’ identities and experiences with education in the UK. Fin…
Stories of Belonging
This article is situated within the literature examining the experiences of inclusion and exclusion by immigrant pupils in relation to the educational and social environment in the receiving country. It draws on data from a small, exploratory qualitative research study conducted in a supplementary school context in Portugal to explore how Ukrainian immigrant children (aged 12–16) negotiate their sense of belonging in Portugal. Specifically, the w…
Racial microaggressions on the initial teacher education programmes
The representation and retention in the teaching profession are lower for people from all minority ethnic groups in England. The most significant ethnic disparities were found to occur in the early career stages (Worth et al., 2022). This article draws on critical race theory to investigate how racism, in the form of racial microaggressions, contributes to these disparities. It shares the findings from a small-scale research project on student te…
Developing environments for research engagement in English schools
This paper examines teachers' research engagement and its relationship to teacher professionalism in the English context, drawing on qualitative semi-structured interviews with early career and experienced teachers, and with middle and senior leaders in three comparative case study sites: a school with designated teacher-researcher positions; a school sponsored by a university; and a loose network of schools where research engagement is coordinat…
Ukrainian youth and civic engagement
This article builds upon the literature examining the relationship of contemporary youth with politics and youth civic participation through a study exploring youth citizenship in post-socialist Ukraine. Specifically, drawing upon qualitative research undertaken during 2005-2006 with young people (aged 15-18) from two contrasting regions in East and West Ukraine, this paper uses three examples to highlight (and contrast across regions, where appl…
Stories of Belonging
This article is situated within the literature examining the experiences of inclusion and exclusion by immigrant pupils in relation to the educational and social environment in the receiving country. It draws on data from a small, exploratory qualitative research study conducted in a supplementary school context in Portugal to explore how Ukrainian immigrant children (aged 12–16) negotiate their sense of belonging in Portugal. Specifically, the w…
Identity projects in complementary and mainstream schools
This paper contributes to the literature on complementary schools as sites of learning and social and cultural identification. We draw on a small-scale multi-method qualitative study conducted in Albanian and Bulgarian community schools in London to explore the agendas of ‘new’ Eastern European complementary schools with respect to learning and heritage and their impact on migrant students’ identities and experiences with education in the UK. Fin…
Women in the driving seat
This paper is a case study of Eastern European immigrant women's social inclusion in Portugal through civic participation. An analysis of interviews conducted with women leaders and members of two ethnic associations provides a unique insight into their migrant pathways as highly educated women and the ways in which these women are constructing their citizenship in new contexts in Northern Portugal. These women's accounts of their immigrant exper…
Teacher ‘quality’ and attainment grouping
The symbolic violence of setting
‘Setting’ is a widespread practice in the UK , despite little evidence of its efficacy and substantial evidence of its detrimental impact on those allocated to the lowest sets. Taking a Bourdieusian approach, we propose that setting can be understood as a practice through which the social and cultural reproduction of dominant power relations is enacted within schools. Drawing on survey data from 12,178 Year 7 (age 11/12) students and discussion g…
Reassessing ‘Ability’ Grouping
Presenting original quantitative and qualitative data from a large-scale empirical research project conducted in British secondary schools, Reassessing ‘Ability’ Grouping analyses the impact of attainment grouping on pupil outcomes, teacher effectiveness and social equality. Alongside a comprehensive account of existing literature and the international field, this book offers: Rigorous conceptual analysis of data A view of wider political debates…
Learners’ attitudes to mixed-attainment grouping
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
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
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 …
Minoritised teachers’ experiences of multiple, intersectional racisms in the school system in England
This paper recounts the experiences of 24 primary and secondary teachers from a number of minoritised groups in the education system in England, using interview data collected for a project exploring the retention of minority teachers. The teachers’ experiences of racism are discussed alongside other intersectional aspects of their identities–including gender, class, accent, and the subject they taught–to emphasise the variety of racisms experien…
Attainment grouping in English secondary schools
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 achievement gap
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
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…
Developing environments for research engagement in English schools
This paper examines teachers' research engagement and its relationship to teacher professionalism in the English context, drawing on qualitative semi-structured interviews with early career and experienced teachers, and with middle and senior leaders in three comparative case study sites: a school with designated teacher-researcher positions; a school sponsored by a university; and a loose network of schools where research engagement is coordinat…
Making teaching an attractive profession
This paper explores the challenges and opportunities surrounding the recruitment and retention of minority ethnic teachers in England. Drawing on interview data from 33 teachers and school leaders of diverse ethnic backgrounds, it investigates whether racialised barriers identified in earlier research have shifted in the current context of teacher shortages and workforce diversification efforts. The findings suggest that participants generally di…
Racial microaggressions on the initial teacher education programmes
The representation and retention in the teaching profession are lower for people from all minority ethnic groups in England. The most significant ethnic disparities were found to occur in the early career stages (Worth et al., 2022). This article draws on critical race theory to investigate how racism, in the form of racial microaggressions, contributes to these disparities. It shares the findings from a small-scale research project on student te…
Political science (13 obras) · Sociology (12 obras) · Psychology (11 obras) · Pedagogy (9 obras) · School Choice and Performance (9 obras) · Educational attainment (8 obras) · Mathematics education (8 obras) · Gender Studies (6 obras) · Parental Involvement in Education (5 obras) · Teacher Education and Leadership Studies (5 obras)