Engaging the Student Voice in Dialogue with Section 50 Inspection Criteria in Church in Wales Primary Schools: A Study in Psychometric Assessment

Journal of Anglican Studies

Eccles

2021

Self Cite

Since the Anglican Church in England and Wales began to build schools long before the state developed machinery to do so, around a quarter of all primary schools remain connected with the Anglican Church. The church school inspection system maintains that Anglican schools have a distinctive ethos. The Student Voice Project argues that school ethos is generated by the implicit collective values, beliefs and behaviours of the students, and was designed to give explicit voice to the students in response to six specific areas of school life identified by the Anglican school inspection criteria as relevant to school ethos. Drawing on data provide by 8,111 year-five and year-six students attending Church in Wales primary schools, the present study reports on the six ethos measures and on significant differences reported by female and male students, and by year-five and year-six students.

Section: -Insert Table 1 About Here -supporting

confidence: 92%

Section: Instrumentmentioning

confidence: 99%

Section: Introducing the Lankshear Student Voice Scalesmentioning

confidence: 99%

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Assessing the Ethos of Anglican Primary Schools in Wales: The Student Voice Project

Journal of Anglican Studies

Eccles

2021

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“…All Church in Wales primary schools were invited to participate in a three-year project designed to access the student voice across the three domains of attitude toward Christianity (Francis, Lankshear, & Eccles, 2017a, 2017b, spiritual wellbeing (Francis, Fisher, Lankshear, & Eccles, 2018) and school ethos (Lankshear, Francis, & Eccles, 2017;. From the total of Anglican Dioceses, 88 schools participated in the student survey conducted during the third year of the project (2016)(2017).…”

Section: Methodsmentioning

confidence: 99%

Sustaining churchgoing young Anglicans in England and Wales: Assessing influence of the home

Journal of Beliefs & Values

Eccles

et al. 2019

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Responding to the problem facing the Church of England, as identified by the Church Growth Research Programme, regarding sustaining churchgoing young Anglicans, and also responding to the Renewal and Reform agenda to address this problem, the present study discusses the roles of three agencies in delivering effective Christian education and Christian formation: local churches, local schools, and the home. Building on a fruitful stream of research within Australia and the UK, the present study drew on two samples of young Anglicans: 2,019 9-to 11-year-old students attending church primary schools in Wales, and 2,323 13-to 15-year-old students attending church secondary schools mainly in England. The data demonstrated that young Anglicans who practised their Anglican identity by attending church did so primarily because their parents were Anglican churchgoers. Moreover, young Anglican churchgoers were most likely to keep going to church if their churchgoing parents (especially mother) talked with them about their faith. The implications from these findings, for an Anglican Church strategy for ministry among children and young people, is that alongside resourcing local churches and promoting deeply Christian schools, it may also be wise for the Church to invest in the education and formation of churchgoing Anglican parents.

“…(Brown 1992, 11) The opportunity to explore the experiences of Muslim students attending Anglican primary schools is offered through secondary analysis of data gathered by the Student Voice Project conducted among year 5 and year 6 students attending Anglican primary schools in Wales. Broadly speaking, the Student Voice Project explored student attitudes towards areas of school experience relevant to the scope of the denominational inspection regime (see further Lankshear, Francis, and Eccles 2017;Francis, Lankshear, and Eccles 2018).…”

Section: Research Questionmentioning

confidence: 99%

Comparing the attitudes of Muslim and Christian year 5 and 6 students within four Anglican primary schools in Wales

British Journal of Religious Education

McKenna

2021

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This paper set out to explore and to compare the experiences and attitudes of self-identified Muslim students (N = 84) and self-identified Christian students (N = 87) attending the same Anglican primary schools in Wales within the context of the Student Voice Project. The data identified two distinct attitudinal trajectories, one assessed by the Scale of Attitude toward my School and the other assessed by the Scale of Attitude toward Religion in my School. No significant differences were found between Muslim and Christian students in terms of attitude toward their school. However, Muslim students recorded a significantly less positive attitude than Christian students toward religion in their school. These findings are interrogated against Anglican visions for their church primary schools within the state-maintained sector in England and Wales.