Working backwards in the alphabet, as you do, the second element to Boyd’s (1991) characterization of new Right approaches to education (the first is here
If you want a simple, straightforward and memorable (possibly) way to sum-up New Right approaches to education, you could do worse than adopt Boyd’s (1991)
The relationship between social class – or socio-economic status (SES) if you prefer – and differential educational achievement is well-known at A-level and students are
As an addendum to the Revision Booklets post, here’s one I missed earlier – an extensive revision booklet for AS Education produced by Greenhead College.
A few more pdf pages from the inestimable pen of Mark Peace that, in no particular order (and with no particular logic), cover the following:
These short files provide brief coverage of the main signposts in the history of English education, from the first Education Act in 1870 to the
The development of Academy schools and Multi-Academy Trusts (MATs) to oversee the management of such schools has been a well-documented dimension of the marketisation of
Differences in UK educational achievement are normally categorised across three main dimensions – class, gender and ethnicity – of which the former is generally seen
In this short (10 minute) interview, (recorded in 2009 in what looks and sounds like a cupboard somewhere…apologies for the less than pristine sound quality
Explanations for differential educational achievement across different class, age, gender and ethnic categories are many, varied and complex, so it’s unlikely any single explanation taken