Scale in education research: towards a multi-scale methodology

Noyes, Andrew

doi:10.1080/1743727x.2012.683648

Cited by 9 publications

(4 citation statements)

References 29 publications

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“…In addition, we have combined these data with data from the latest ‘general population census’ (Hellenic Statistical Authority, 2011). We were thus able to construct spatial autocorrelation models and hierarchical linear models, similarly to ones that Noyes (2013) has done in his study on mathematics attainment in the United Kingdom. Further on, we have selected a representative sample of 117 schools (8848 students) from the population of the state higher secondary schools ( lykeia ).…”

Section: Methodsmentioning

confidence: 99%

“…Maloutas and Lobato (2015) have similarly discussed how the housing market in Athens and Dortmund is connected with educational inequalities. Noyes (2013) used spatial approaches to map mathematics attainment and participation in the United Kingdom, and Barthon and Monfroy (2010) studied the spatial dimension of school choices at the city of Lille. Finally, issues related to the new public management in education, such as school choice and marketisation, have most frequently been approached from a spatial perspective, especially in the United States (Logan et al, 2012; Lubienski and Dougherty, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

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Regional disparities in access to higher education in Greece

Verdis

Kalogeropoulos

Chalkias

2019

Research in Comparative and International Education

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This study examines the geographical dimension of access to higher education in Greece by mapping spatial disparities in the distribution of vathmos prosvasis, the decisive score for being accepted in one of the country’s tertiary education departments. Influenced by the ‘spatial turn’ in the humanities and the social sciences, this paper takes a geographical approach. Spatial autocorrelation indices (Moran’s I) show that examinees from mountainous settlements, insular areas, and inner city neighbourhoods are much less likely to achieve a score that would allow them to enter one of the country’s higher educational institutions. The authors use the ‘oval’ metaphor in order to describe these differences. A number of explanatory variables at school catchment area level reduce the variation in vathmos prosvasis, but no conclusions can be made with regards to casual relationships between school neighbourhood characteristics and individual scores. The alarmingly low scores in a specific geographical region, the so-called ‘Pomakohoria’, are discussed as an example of how access to higher education in Greece is being affected by location.

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Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Regional disparities in access to higher education in Greece

Verdis

Kalogeropoulos

Chalkias

2019

Research in Comparative and International Education

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“…Although classroom research is undertaken at a particular point in time and space, it is necessarily also research of the imbricated layers of historical policy and educational practices described above (Noyes, 2013). The main research study on which this paper is based sought to understand the effects of this amalgam of national and college-level policies, organisational structures, commonly accepted pedagogic practices and classroom cultures on students learning mathematics in Further Education.…”

Section: Methodsmentioning

confidence: 99%

Locating mathematics within post-16 vocational education in England

Dalby

Noyes

2015

Journal of Vocational Education & Training

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The political importance of mathematics in post-16 education is clear. Far less clear is how mathematics does and should relate to vocational education. Successive mathematics curricula (e.g. core skills, Key Skills) have been developed in England with vocational learners in mind. Meanwhile, general mathematics qualifications remain largely disconnected from vocational learning. Following a brief historical survey of mathematics within vocational education, the paper presents findings from a nested case study of student groups in three large Further Education colleges in England. The primary unit of analysis herein is student groups learning Functional Mathematics in two vocational areas: construction and hairdressing. We show how approaches to organising teaching, developing connected curricula and classroom pedagogy tend to isolate or integrate mathematics from/with the vocational experience. Integrated approaches are shown to impact positively on student engagement and attitudes to learning mathematics. The paper concludes by discussing the potential impact of academic qualifications displacing vocationally-relevant mathematics.Keywords: vocational; mathematics; Functional Mathematics; Further Education. BackgroundMathematics education in England is arguably subject to greater political and media scrutiny than any other subject. This is due to its importance to a number of key stakeholder groups, the growing influence of international league tables and, ultimately, its influence on individual and collective economic productivity. Research shows that greater mathematical competence in school is associated with higher earnings (Crawford & Cribb, 2013) and, conversely, that low levels of numeracy are a stronger predictor of unemployment than low levels of literacy (Parsons & Bynner, 2005).Although there is widespread agreement on the need for improvement in mathematics learning and qualifications, the tasks of defining 'better' mathematics education, particularly for vocational students, and realising improvements at scale are far more complex. In this paper we focus on a relatively neglected area of post-16 mathematics 3 education, namely the experiences of learners aged 16-18 years on vocational courses in Further Education (FE) settings. In England, 16-year-olds complete General Certificate in Secondary Education (GCSE) in several subjects, including mathematics, before continuing either to further academic study or into vocational education, the majority of which is provided by Further Education (FE) colleges. The influential Wolf Report (Wolf, 2011) has resulted in all post-16 students without a grade C or above in GCSE Mathematics being required to re-sit this examination or be working towards an interim qualification such as Functional Mathematics i . Recent figures indicate that 37% of the 2012/13 age 16 GCSE cohort did not achieve a grade C in mathematics (DfE, 2014) and that three-quarters of those students transferred to FE colleges (Education and Training Foundation, 2014): around 180,000 young peopl...

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“…We might also think simultaneously of learners in families, within social milieu. My point, which is explored elsewhere in more detail (Noyes, 2013), is that to observe a classroom is to observe the imbricated structured/structuring layers in/through which learners and teachers are located/acting.…”

Section: Bourdieu's Theory Of Practicementioning

confidence: 99%