Education Policy

Evidence of equity and effectiveness

By Stephen Gorard

  • Published:

    01 Sep 2018
  • Page count:

    224 pages
  • ISBN:

    978-1447342151
  • Product Dimensions:

    156 x 234 mm
  • £24.99 £19.99You save £5.00 (20%)
  • Pre-order
  • Published:

    01 Sep 2018
  • Page count:

    224 pages
  • ISBN:

    978-1447342144
  • Product Dimensions:

    156 x 234 mm
  • £75.00 £60.00You save £15.00 (20%)
  • Pre-order
  • Published:

    01 Sep 2018
  • Page count:

    224 pages
  • ISBN:

    978-1447342199
  • Product Dimensions:

    156 x 234 mm
  • £22.49 £17.99You save £4.50 (20%)
  • Published:

    01 Sep 2018
  • Page count:

    224 pages
  • ISBN:

    978-1447342182
  • Product Dimensions:

    156 x 234 mm
  • £22.49 £17.99You save £4.50 (20%)
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What has been done to achieve fairer and more efficient education systems, and what more can be done in the future?

Stephen Gorard provides a comprehensive examination of crucial policy areas for education, such as differential outcomes, the poverty gradient, and the allocation of resources to education, to identify likely causes of educational disadvantage among students and lifelong learners. This analysis is supported by 20 years of extensive research, based in the home countries of the UK and on work in all EU28 countries, USA, Pakistan and Japan.

This approachable, rich text brings invaluable insights into the underlying problems within education policy, and proposes practical solutions for a brighter future.
Stephen Gorard is Professor of Education and Public Policy at Durham University. He is a member of the UK DfE Associate Pool, the British Academy grants panel, the ESRC commissioning panel for Strategic Networks, and Fellow of the Academy of Social Sciences. He regularly gives advice to governments and other policy-makers, and is a widely read and cited methodologist, involved in international and regional capacity-building activities, and used as an adviser on the design of rigorous evaluations by central and local governments, NGOs and charities.
Preface;
List of Contents;
List of Tables;
Abbreviations used in the text;
INTRODUCTION;
Chapter 1 – Introduction: the themes of the book;
Chapter 2 – The nature of the evidence assembled;
THE UNDERLYING PROBLEMS;
Chapter 3 – Differential attainment and the poverty gradient;
• trends and lifelong patterns by;
• family background, ethnicity and language, special needs and disability;
• sex, place and time;
Chapter 4 – Allocation of resources to education;
• supply and professional development of teachers;
• types of schools and other institutions;
• the stratification of school intakes and opportunities;
Chapter 5 – Equity and the voices of children;
• formative interactions at school;
• the dangers of segregation;
• non-cognitive outcomes;
Chapter 6 – Lifelong patterns of engagement;
• the supply of professionals like teachers and scientists;
• role of targets;
• international comparative perspective;
POSSIBLE SOLUTIONS;
Chapter 7 – Contextualisation and standardisation;
• deciding what is fair;
• age, sex, family background;
Chapter 8 - School effectiveness and improvement;
• measuring school performance;
• catch-up interventions;
• whole school interventions;
Chapter 9 – Widening participation to higher education;
• aspirations and attitudes;
• contextual admissions;
• open access;
Chapter 10 – Widening participation to other opportunities;
• role of technology;
• supply of professionals;
• learner identities;
CONCLUSIONS;
Chapter 11 – What can education research achieve?;
Chapter 12 – Summary and where next?;
References used in the text;
Index.

About the book

What has been done to achieve fairer and more efficient education systems, and what more can be done in the future?

Stephen Gorard provides a comprehensive examination of crucial policy areas for education, such as differential outcomes, the poverty gradient, and the allocation of resources to education, to identify likely causes of educational disadvantage among students and lifelong learners. This analysis is supported by 20 years of extensive research, based in the home countries of the UK and on work in all EU28 countries, USA, Pakistan and Japan.

This approachable, rich text brings invaluable insights into the underlying problems within education policy, and proposes practical solutions for a brighter future.

Content

Preface;
List of Contents;
List of Tables;
Abbreviations used in the text;
INTRODUCTION;
Chapter 1 – Introduction: the themes of the book;
Chapter 2 – The nature of the evidence assembled;
THE UNDERLYING PROBLEMS;
Chapter 3 – Differential attainment and the poverty gradient;
• trends and lifelong patterns by;
• family background, ethnicity and language, special needs and disability;
• sex, place and time;
Chapter 4 – Allocation of resources to education;
• supply and professional development of teachers;
• types of schools and other institutions;
• the stratification of school intakes and opportunities;
Chapter 5 – Equity and the voices of children;
• formative interactions at school;
• the dangers of segregation;
• non-cognitive outcomes;
Chapter 6 – Lifelong patterns of engagement;
• the supply of professionals like teachers and scientists;
• role of targets;
• international comparative perspective;
POSSIBLE SOLUTIONS;
Chapter 7 – Contextualisation and standardisation;
• deciding what is fair;
• age, sex, family background;
Chapter 8 - School effectiveness and improvement;
• measuring school performance;
• catch-up interventions;
• whole school interventions;
Chapter 9 – Widening participation to higher education;
• aspirations and attitudes;
• contextual admissions;
• open access;
Chapter 10 – Widening participation to other opportunities;
• role of technology;
• supply of professionals;
• learner identities;
CONCLUSIONS;
Chapter 11 – What can education research achieve?;
Chapter 12 – Summary and where next?;
References used in the text;
Index.
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