Synopses & Reviews
Based on the views of teenagers across Europe and in the Far East, this book argues that we need to reconsider how we judge schools and what they are for. It shows that the treatment of pupils in schools makes more difference to teenagers views on society, and on what it means to be fair, than it does to differences in attainment.
Synopsis
Preface Re-considering What Schools are For Querying the Traditional Role of Schools in Attainment Why Schools Might Matter Why Teachers Might Matter The Importance of Listening to Pupils Listening to Pupils in Different Countries International Comparisons of Pupil Experiences The Notions of Justice Used by Different Groups of Pupils The Experiences of Pupils Educated Otherwise Identifying the Determinants of Justice The Practical Implications of Reconsidering What Schools Are For Appendix References Index
About the Author
STEPHEN GORARD is Professor of Education Research at the University of Birmingham, UK, researching patterns of lifelong participation in education, school effectiveness and improvement, and policy evaluations in general. He is author of many publications, is a regular adviser to governments and organisations concerned with educational improvement, and his work frequently appears in the media.
EMMA SMITH is Reader in the School of Education, University of Birmingham, UK. She is interested in equity issues in the field of education and in the role that educational policy can play in reducing inequalities and closing achievement gaps. She is a former Chemistry teacher and SENCO and is currently carrying out research into pupils views of fairness in school, as well as into patterns of participation in Higher Education science programmes.
Table of Contents
Introduction
Re-considering What Schools are For
The Traditional Role of Schools in Attainment
Part I: Rethinking Equity in Education
Why Structural Equity Matters
Why the Treatment of Pupils Matters
Part II: Listening to Pupils
The Importance of Listening to Pupils
Listening to Students in Different Countries
Part III: The Determinants of Students Sense of Justice
International Comparisons of Student Experiences
The Experiences of the Most Marginalised
The Determinants of Educational Justice
Part IV: Conclusion
The Practical Implications of Reconsidering Equity in Education