Unpacking ‘disadvantage’ and ‘potential’ in the context of fair access policies in England

Gazeley, Louise

doi:10.1080/00131911.2018.1469468

Cited by 8 publications

(4 citation statements)

References 59 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The following result shows that the disadvantaged learners who have a high potential to benefit from the instructional support should be prioritized when they are falling behind in their learning paths. It must be noted that fair-access policies in education target not wasting the potential of the disadvantaged learners (Gazeley, 2019). Our result supports this objective.…”

Section: Proposition 2 (I)supporting

confidence: 82%

“…Not all factors affecting learners' learning are external. Learners can also differ with respect to their potential (Gazeley, 2019) for how much they can benefit from the provided instruction. We note that, although in this chapter we relate potentials to learners, differences in potentials do not have to be solely about the ability, or willingness, of learners to learn, but can also be related to the interaction of teachers with their learners.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Capacity management for personalized services in education

Aslan¹

View full text Add to dashboard Cite

Operational Tactical Strategic O.1 How many sessions T.1 How much teaching capacity S.1 How many teachers to plan per activity ? to allocate to activities to hire per subject? O.2 Which teachers to assign on each subject, or to learners? S.2 How many classrooms to sessions? T.2 How many classrooms to build? O.3 Which classrooms to assign to allocate to activities S.3 Which seating capacity to sessions? on each subject? to consider for classrooms? O.4 Which time blocks to assign S.4 How frequently to perform to sessions? competency assessments? O.5 Which learners to assign to sessions?In providing these capacity management tools, we use a variety of OR frameworks. Among these are meta-heuristics, simulation, integer programming, stochastic programming, model predictive control, queueing theory and Markov decision processes. In numerically validating and demonstrating the effectiveness of the presented planning tools, we mainly rely on the data coming from Dutch secondary education schools, through collaborating with the Zo.Leer.Ik! schools network.In summary, this thesis has two overarching goals: showing the impact that an Operations Research perspective can make in the transition toward personalization of services in education, and introducing novel operational planning problems on capacity management to the OR literature and providing new solution methods for them. Capacity management tools for service providersWhen educational service providers manage their available resource capacity (i.e., teaching capacity, classrooms and time blocks) to serve the personalized learning demands of many learners, they face several logistics planning decision problems. We identify these in Table 1.1 at operational (O.1-O.4), tactical (T.1-T.2) and strategic (S.1-S.4) decisionmaking levels for a service system that takes a demand-driven planning approach.The operational-level decision problems facilitate the organization of learning activities on subjects (e.g., Mathematics, English) to serve the personalized learning demands that are directly provided by learners. It must be noted that the problems O.2-O.4 are also relevant for one-size-fits-all systems. However, for PL systems these decisions cannot be fixed in the beginning of an academic year, instead they have to be remade depending on the changes in learning demands throughout the year. Moreover, the decision problems O.1 and O.5 are not relevant at all for one-size-fits-all systems.

show abstract

Section: Proposition 2 (I)supporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Capacity management for personalized services in education

Aslan¹

View full text Add to dashboard Cite

show abstract

“…Factors considered in set placement include subjective judgements around behaviour and motivation but also prior attainment (Muijs & Dunne, 2010, p.405). However, there may be only limited understanding of how this incorporates underachievement embedded over time (Gazeley, 2018). Unsurprisingly, previous research suggests that young people experience low sets as being low status.…”

Section: Gendered Lower-status Learning Spacesmentioning

confidence: 99%

“…Teachers' assessments of "ability" incorporate both the biological and the social, although it tends to be thought of as something fixed and measurable (Mac an Ghaill, 1994;Younger & Warrington 1996;Boaler et al 2000,) rather than as something continually in production, with more positive teacher affirmations opening up new pathways to success (Gazeley, 2018). Indeed, Boaler (2000) argues that in Maths lessons young people are created as successes or failures depending on the set in which they are placed.…”

Section: Gendered Lower-status Learning Spacesmentioning

confidence: 99%

Teachers and lower attaining boys: moving beyond the binary?

Collins

Gazeley

2021

Educational Review

Self Cite

View full text Add to dashboard Cite

show abstract

Evaluating the role of bursaries in widening participation in higher education: a review of the literature and evidence

Kaye

2020

Educational Review

View full text Add to dashboard Cite

The publication of the long-awaited Augar Report into post-18 education and funding provides a timely opportunity to examine the literature and evidence on the role of bursaries in widening participation (WP) in higher education. WP policies have sought to address discrepancies in the take-up of HE between different social groups, and the differential experiences (and outcomes) of students from different backgrounds, once they are at university. The effectiveness of bursaries to address this depends not only on their ability to compensate for financial disadvantage, but also on the impact their provision can have on young people's attitudes and students' integration at university. This systematic review takes into account not only recent academic research undertaken in the area, but also acknowledges the vast amount of research that governmental and non-governmental organisations undertake in relation to WP.The findings highlight the persistence of socioeconomic disparities in HE participation and, even amongst lower-income students who do attend, emphasise the continuing challenges they face to 'fit in' to university life. Before provision of financial support can be effective, a consistent method to identify the most vulnerable groups of students is necessary. Whilst bursaries can overcome the financial barriers to participation, other non-financial challenges remain and the effectiveness of bursaries alone to promote greater diversity in HE is not yet proven. The strength-in-diversity the WP agenda aims to support will only be realised with a fairer distribution of quality and prestige across the sector and a more thorough 'de-classing' of the institution of the university.

show abstract

Unpacking ‘disadvantage’ and ‘potential’ in the context of fair access policies in England

Cited by 8 publications

References 59 publications

Capacity management for personalized services in education

Capacity management for personalized services in education

Teachers and lower attaining boys: moving beyond the binary?

Evaluating the role of bursaries in widening participation in higher education: a review of the literature and evidence

Contact Info

Product

Resources

About