Participation in science in secondary and higher education in Scotland in the second half of the twentieth century

Paterson, Lindsay

doi:10.1080/02671522.2021.1931951

Cited by 4 publications

(4 citation statements)

References 37 publications

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“…Details of the sources of data and of the methods of statistical analysis are in the supplemental online material, and explained also by Paterson (2020). In brief, the analysis uses data from 14 surveys of school leavers, which will be referred to by the dates at which their members turned 16: 1952, 1960-2, 1968-70, 1970-2, 1974-6, 1976-8, 1978-80, 1980-2, 1984, 1986, 1988, 1990, 1996, and 1998(Croxford, Iannelli, and Shapira 2007McPherson and Neave 1976;Powell 1973).…”

Section: Methodsmentioning

confidence: 99%

“…The history of Scottish schools has been studied for its lasting effect on school attainment (e.g. McPherson and Willms 1986;Paterson, 2020), by invoking ideas about institutions' persisting identity. Ocasio, Mauskapf, and Steele (2016, 676) noted that all persisting organisations develop 'historically situated webs of meaning and significance' .…”

Section: Theorymentioning

confidence: 99%

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Higher education and school history in Scotland in the second half of the twentieth century

Paterson

2021

British Journal of Sociology of Education

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The relationship between students' entry to higher education and the history or status of the secondary school which they attended is examined using school leavers' surveys in Scotland stretching from the early 1950s to the late 1990s. The surveys are unique in the length of this period, their details of the higher-education institutions and schools which students attended, and their information on school attainment and on socio-economic status and sex. Universities, colleges and schools were classified in terms of their history in order to understand the role of educational institutions during three periods of reform -the ending of selection to secondary school between the mid-1960s and the late-1970s, and the two waves of expansion of higher education, in the 1960s and in the 1990s. The conclusion is that the distinctive characteristics of particular categories of institution -their institutional habitus -can modify inequality. ContextThe influence which secondary schools have on students' entry to higher education has attracted research interest in recent years, although our knowledge of it is less extensive than the abundant evidence relating to students' individual characteristics such as attainment, sex or socio-economic status (Taylor et al. 2018;Donnelly 2015). The question is whether schools are influential over and above their effects through attainment. A subsidiary question is whether schools modify the direct effects on entry to higher education of sex and socio-economic status, beyond these demographic factors' effects on attainment. The main new evidence in the recent research has related to the role which is played by schools that are independent of public management, and also the role which school context plays, whether that is defined by socio-economic status or by attainment (e.g. Boliver 2013; Sutton Trust 2011). On the whole, independent schools and schools with high proportions of high-SES students tend to have higher rates of entry to higher education, even after controlling statistically for attainment and individual-level SES.In these debates, there has been little attention to how the effects of schools might change over time. That absence is quite surprising. One of the aims of reforms to secondary

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Section: Methodsmentioning

confidence: 99%

Section: Theorymentioning

confidence: 99%

Higher education and school history in Scotland in the second half of the twentieth century

Paterson

2021

British Journal of Sociology of Education

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“…or 2.5 depending on the context, whereas the combinations used in several of the papers are different from this. The most notable difference is on science at secondary school, as described in Chapters 4 and 8 and also as discussed in Paterson (2022h). Because that paper deals with science at both school and higher education, for purposes of internal consistency its combinations of parental education , 129-32, 134t, 135f, 138, 140, 142, 144, 156-67 expansion of, 9-10, 133-8, 165, 170-1, 198 and inequality, 10-11, 147-8, 195, 229 participation in, 8, 164-5 sectors, 128 see also universities Higher Grade schools, 3-4 Highers see under secondary school certification Hirst,Paul,6 Hout,M.,38,171,228 Howieson,C.,xv,107 Iannelli,C.,129,148,193 Ichou,M.,19,63 independent schools,3 curriculum,64,77,55,[99][100]127,129,130,131,138,140,231 and higher education, , 23, 24-6, 33, 34, 38, 47, 51f, 55, 56, 58, 175 social class, 25, 33, 34t, 47, Schührer,S.…”

Section: Further Informationmentioning

confidence: 99%

Scottish Education and Society since 1945

Paterson¹

2023

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“…Science is one of the keys for humans to be able to make developments like today (Bellová et al, 2018;Paterson, 2021;Yunus et al, 2017) Science is basically a way of thinking, which is then divided into two, namely social science and natural science (IPA). Science learning teaches students to be involved in finding answers scientifically (Cansiz & Cansiz, 2020;Fitria & Idriyeni, 2017;Kurniawan et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Students Interests and Attitudes: A Study of Junior High School in Batanghari City

Budiarti¹,

Kurniawan²,

Widodo³

et al. 2022

AIJP

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The urgency of this research is that it is expected to be a reference for teachers to find out the interests and attitudes of students at the state junior high school or madrasah tsanawiyah level on the respiratory system material. This study aims to determine how the relationship between interests and attitudes of students at a state junior high school and a state madrasah tsanawiyah in Batanghari on the respiratory system material. The instrument used was a questionnaire which was distributed to students using descriptive quantitative methods. The data analysis technique used is descriptive statistics and inferential statistics, using normality, homogeneity, and regression tests. In the study, it was found that there was a significant relationship between the variables of interest in learning and the attitudes of students in learning the respiratory system material for both students. This is indicated by the table of regression test results, which shows that the B value is positive, other evidence is also shown from the t-count value which is larger and has a positive value compared to the t-table value which indicates the interest variable has a relationship with the attitude variable. Therefore, it is very important to develop students' interest in the respiratory system material in order to improve students' learning attitudes, so that it can help improve their learning outcomes.

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Participation in science in secondary and higher education in Scotland in the second half of the twentieth century

Cited by 4 publications

References 37 publications

Higher education and school history in Scotland in the second half of the twentieth century

Higher education and school history in Scotland in the second half of the twentieth century

Scottish Education and Society since 1945

The Relationship Between Students Interests and Attitudes: A Study of Junior High School in Batanghari City

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