Pupils' views on equity in schools
Bibliographic Data
| ID | 11920951 |
|---|---|
| Authors | Emma Smith (0009-0005-3138-8727, corresponding author), Emma M Smith (0000-0003-2541-5723, University of York, corresponding author), Stephen Gorard (0000-0002-9381-5991, University of York) |
| Year | 2005 |
| Volume | 36 |
| Issue | 1 |
| Pages | 41-56 |
| Publication date | 2005-12-13 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Compare A Journal of Comparative and International Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-7925 • E-ISSN: 1469-3623 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03057920500382465 |
| OpenAlex | W2153981745 |
| Language | EN |
| Citations received | 6 |
| References cited | 15 |
This paper presents student perspectives on what they consider to be a fair and equitable national education system, based on their own experiences of primary and secondary level schooling by the age of 13 or 14. A survey of 5432 students in five countries involved a questionnaire administered as part of an EU‐funded project to develop indicators of equity in European school systems. Overall, the UK students reported favouring an egalitarian system where all students were treated in the same way, and this was largely what they felt that they experienced. In this respect, they differed from their peers in the other EU countries, a substantial proportion of whom thought that the least able should receive more support and attention in class, but who found that more attention was actually given to the more able. The UK students also appeared to be more self‐confident about their ability to succeed in school. We discuss these results in terms of policies for school allocation, student assessment and the formation of personal notions of justice. In particular, we argue that equity in structure and procedure is important for the effective teaching of notions of justice in citizenship studies
Citizenship · Economic Justice · Equity (law · Pedagogy · Political science · School system · Educator Training and Historical Pedagogy · Global Educational Policies and Reforms · Law · Psychology · Religious Education and Schools
Equity, fairness, and social justice in teaching and learning in higher education during the Covid-19 pandemic
Fairness as a multifaceted quality in classroom assessment
Teachers are kind to those who have good marks’
Quality of schooling and political trust among students
Youth perspectives
What is Equity in Education? Reflections from the Capability Approach
The School I'd Like
An international comparison of equity in education systems
Attitudes to citizenship in England
Separate schools for religious minorities in England and the Netherlands
The power of pupil perspectives in evidence‐based practice
Children's rights, responsibilities and understandings of school discipline
Understanding Underachievement
Towards a judgement‐based statistical analysis
| Citations per year | 0.35 |
|---|---|
| Citation span | 2009 - 2025 (17) |
| Highly cited | No |