Developing Equitable Education Systems

Ainscow, Mel; Dyson, Alan; Goldrick, Sue; West, Mel

doi:10.4324/9780203818077

Cited by 67 publications

(83 citation statements)

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“…Francis & Wong, 2013), within-school segregation has been shown to be an even stronger factor: attainment of disadvantaged pupils tends to remain an issue within individual schools, including those schools that are high achieving and/or rated as good quality by Ofsted (Wiliam & Bartholomew, 2004;Cook, 2012;Strand, 2014). Indeed, the UK system has smaller quality variances between than within schools (Ainscow et al, 2012;Shleicher, 2012). This relates to teacher quality and allocation (Husbands, 2012), but also (and connectedly) to the impact of within school segregation -a key form of which is 'ability grouping'.…”

Section: Introductionmentioning

confidence: 99%

Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account

Francis

Archer

Hodgen

et al. 2016

Cambridge Journal of Education

123

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Grouping students by 'ability' is a topic of long-standing contention in English education policy, research and practice. While policymakers have frequently advocated the practice as reflecting educational 'standards', research has consistently failed to find significant benefits of 'ability' grouping; and indeed has identified disadvantages for some (low attaining) pupil groups. However, this research evidence has apparently failed to impact practice in England. This article, contextualised by the authors' interests in education and social inequality, seeks to do two things. Firstly, it provides a brief analysis of the existing research evidence on the impact of 'ability' grouping, with particular reference to socioeconomic inequality; identifying seven different explanations for the poorer progress of pupils in low sets that emerge from the literature. Secondly, it applies Foucaultian 'analysis of discourse' to propose potential explanations for the apparent lack of traction of existing research with policy and practice, arguing that practices of 'ability grouping' reflect cultural investments in discourses of 'natural order' and hierarchy, with particular resonance for the discursive and political habitus of middle class parents.We postulate that investing in a powerful counter-discourse of enlightenment science, illustrated via our current randomised control trial of different approaches to pupil grouping, may offer a means to challenge hegemonic discourses that underpin current classroom practice.

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Section: Introductionmentioning

confidence: 99%

Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account

Francis

Archer

Hodgen

et al. 2016

Cambridge Journal of Education

123

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“…The study has demonstrated that CAR as a change strategy could impact positively on how teachers think about change, for instance in this study teacher beliefs and attitudes towards change was more positive and the process gave them space to initiate, collaborate and own the changes as a community (Mc Taggart 1997;Boekaerts & Cascallar 2006;Mohr et al 2004) Reason & Bradbury 2006;Somekh 2006). It also improved on their ability to critique and reflect on their practice essential for change process (Nind & Sheehy 2004: Ainscow et al 2011. While the researcher within the CAR process is not expected to be dominant and prescriptive to the participants, this study has shown that such is dependent on the context and the type of participants involved in a change process.…”

Section: Discussionmentioning

confidence: 93%

“…Joint meetings involving both practitioners and researchers were held to engage with the evidence collected. Teachers were allowed to investigate their own practice as part of the school's agenda while researchers pursued their own research agenda; however, both worked collaboratively (Ainscow et al 2011). Collaborative enquiry fosters mutual relationships between the researcher and teachers.…”

Section: School Environment Leadership Collaboration and Changementioning

confidence: 99%

Educational Change and Inclusion: Lessons from A Collaborative Action Research

Makoelle¹,

Merwe²

2014

MJSS

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“…Asimismo, la educación equitativa evita todas formas de exclusión, segregación, discriminación en un camino hacia una educación inclusiva, lo que supone una valoración y reconocimiento de las diferencias y fortalezas de los estudiantes (Ainscow, Dyson, Goldrick y West, 2013;Sleeter, 2013;Stowell, 2004).…”

Section: Segunda Fuente: La Educación Para La Justicia Socialunclassified

Evaluación de Estudiantes para la Justicia Social. Propuesta de un Modelo

Hidalgo¹,

Murillo²

2016

riejs

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En este artículo se presenta una propuesta de Modelo de Evaluación de Estudiantes para la Justicia Social que busca avanzar un paso más en la construcción de una educación que contribuya a una transformación real y profunda de la sociedad. El modelo está basado en tres fuentes esenciales. Por un lado parte de un concepto de Justicia Social de carácter multidimensional, asentado en la Justicia social como Redistribución, como Reconocimiento y como Participación. La segunda fuente es una propuesta de Educación para la Justicia Social construida a partir del anterior concepto, que diferencia una educación en Justicia Social de una educación para la Justicia Social y que está conformada por tres ejes complementarios: una educación equitativa, crítica y democrática. Por último, la propuesta bebe y aprende de enfoques alternativos de evaluación de estudiantes: Evaluación Inclusiva, Auténtica, Culturalmente Sensible, Participativa, Democrático-Deliberativa y Crítica. Con todo ello se formula un modelo con tres dimensiones: evaluación equitativa, evaluación participativa y evaluación crítica. Esta propuesta pretende aportar ideas para empezar a transformar la evaluación de los estudiantes de tal forma que se configure como una pieza clave en una educación comprometida con la construcción de una sociedad más justa e inclusiva.Palabras clave: Evaluación de estudiantes, Educación para la Justicia Social, Justicia Social, Evaluación equitativa, Evaluación crítica, Evaluación participativa. This paper presents a proposal of a Model of Student' Assessment for Social Justice that seeks to go further in the construction of an education that contributes to a real and deep transformation of society. The model is based on three essential sources. On the one hand, it is part of a multidimensional concept of Social Justice, based on Social Justice as Redistribution, as Recognition and as Participation. The second source is a proposal of Education for Social Justice built from the previous concept, and differentiating an education in Social Justice from an education for Social Justice and which is made up of three complementary axes: an equitable, critical and democratic education. Finally, the proposal drinks and learns from alternative student assessment approaches: Inclusive, Authentic, Culturally Responsive, Participatory, DemocraticDeliberative and Critical Assessment. With this, a three-dimensional model is formulated: equitable assessment, participatory assessment and critical assessment. This proposal attempts to contribute in some ideas to begin to transform the students' assessment in such a way that it is configured as a key piece in an education committed with the construction of a fairer and more inclusive society.

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Developing Equitable Education Systems

Cited by 67 publications

References 0 publications

Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account

Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account

Educational Change and Inclusion: Lessons from A Collaborative Action Research

Evaluación de Estudiantes para la Justicia Social. Propuesta de un Modelo

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