Pamela Sammons
Dados Biográficos
| ID | 5741518 |
|---|---|
| NOME | Pamela Sammons |
| PRENOMES | Pamela |
| SOBRENOME | Sammons |
| ASSINATURA | SAMMONS P |
| AFILIAÇÕES | University of Oxford UK |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAÇÕES | 73 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1983 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2022 |
| ÍNDICE H | 5 |
The art of ‘being positive’
Marketisation has brought complex changes to the education sector that have become a concern both in the literature and among the public. However, few studies have empirically investigated how private school teachers’ professional identities might differ from those of state school teachers. This study compares how 16 teachers in two state schools and two private schools negotiate their professional identities in County Nanqi (a pseudonym) in Chin…
Working more collaboratively to better understand teaching and its quality
Integrating data in a complex mixed‐methods classroom interaction study
Mixed‐methods (MM) designs have gained increasing interest in educational research. Still, many studies collect quantitative and qualitative data but report these data separately and do not attempt to integrate them in practice. The aim of this article is to discuss the purposes and processes of integrating qualitative and quantitative data in an MM classroom interaction study. Issues regarding mixing and integration, including how to overcome in…
Hybrid content-specific and generic approaches to lesson observation
An international perspective on teacher self-efficacy
The drivers of academic success for ‘bright’ but disadvantaged students
Investigating educational change
Development of a cadre of teacher educators
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…
Gender, Ethnic and Socio‐economic Differences in Attainment and Progress
The size and stability of gender, ethnic and socio‐economic differences in students' educational achievement are examined over a 9 year period. Both absolute differences in cognitive attainment and relative differences in progress are considered. The study, which is part of a follow up of an age cohort originally included in the ‘School Matters’ research, utilises multilevel modelling techniques. Attainment in reading and mathematics is reported …
Differential School Effectiveness
The paper reports the results of a reanalysis of data from a major longitudinal data base (the Inner London Education Authority's (ILEA) Junior School Project). Multilevel models are used to examine the extent of differential school effectiveness for reading and mathematics at entry (year 3) and at year 5, and the impact of pupil background characteristics. Differential school effectiveness is investigated for prior attainment in the two areas an…
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…
Gender, Ethnic and Socio‐economic Differences in Attainment and Progress
The size and stability of gender, ethnic and socio‐economic differences in students' educational achievement are examined over a 9 year period. Both absolute differences in cognitive attainment and relative differences in progress are considered. The study, which is part of a follow up of an age cohort originally included in the ‘School Matters’ research, utilises multilevel modelling techniques. Attainment in reading and mathematics is reported …
Differential School Effectiveness
The paper reports the results of a reanalysis of data from a major longitudinal data base (the Inner London Education Authority's (ILEA) Junior School Project). Multilevel models are used to examine the extent of differential school effectiveness for reading and mathematics at entry (year 3) and at year 5, and the impact of pupil background characteristics. Differential school effectiveness is investigated for prior attainment in the two areas an…
Investigating educational change
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…
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…
An international perspective on teacher self-efficacy
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…
Development of a cadre of teacher educators
Integrating data in a complex mixed‐methods classroom interaction study
Mixed‐methods (MM) designs have gained increasing interest in educational research. Still, many studies collect quantitative and qualitative data but report these data separately and do not attempt to integrate them in practice. The aim of this article is to discuss the purposes and processes of integrating qualitative and quantitative data in an MM classroom interaction study. Issues regarding mixing and integration, including how to overcome in…
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
Differential School Effectiveness
The paper reports the results of a reanalysis of data from a major longitudinal data base (the Inner London Education Authority's (ILEA) Junior School Project). Multilevel models are used to examine the extent of differential school effectiveness for reading and mathematics at entry (year 3) and at year 5, and the impact of pupil background characteristics. Differential school effectiveness is investigated for prior attainment in the two areas an…
Gender, Ethnic and Socio‐economic Differences in Attainment and Progress
The size and stability of gender, ethnic and socio‐economic differences in students' educational achievement are examined over a 9 year period. Both absolute differences in cognitive attainment and relative differences in progress are considered. The study, which is part of a follow up of an age cohort originally included in the ‘School Matters’ research, utilises multilevel modelling techniques. Attainment in reading and mathematics is reported …
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…
Development of a cadre of teacher educators
Investigating educational change
The drivers of academic success for ‘bright’ but disadvantaged students
Hybrid content-specific and generic approaches to lesson observation
An international perspective on teacher self-efficacy
Working more collaboratively to better understand teaching and its quality
Integrating data in a complex mixed‐methods classroom interaction study
Mixed‐methods (MM) designs have gained increasing interest in educational research. Still, many studies collect quantitative and qualitative data but report these data separately and do not attempt to integrate them in practice. The aim of this article is to discuss the purposes and processes of integrating qualitative and quantitative data in an MM classroom interaction study. Issues regarding mixing and integration, including how to overcome in…
The art of ‘being positive’
Marketisation has brought complex changes to the education sector that have become a concern both in the literature and among the public. However, few studies have empirically investigated how private school teachers’ professional identities might differ from those of state school teachers. This study compares how 16 teachers in two state schools and two private schools negotiate their professional identities in County Nanqi (a pseudonym) in Chin…
Psychology (14 obras) · Mathematics education (12 obras) · Political science (8 obras) · Pedagogy (7 obras) · School Choice and Performance (7 obras) · Teacher Education and Leadership Studies (7 obras) · Parental Involvement in Education (6 obras) · Sociology (6 obras) · Computer Science (5 obras) · Early Childhood Education and Development (4 obras)