NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 64 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Burgess, Simon; Greaves, Ellen; Vignoles, Anna – Oxford Review of Education, 2019
We study school choice in England using a new dataset containing the choices of all parents seeking a school place in state secondary schools. We provide new empirical evidence to inform how the school choice market functions, including the number of choices made, whether the nearest school is the first choice and the probability of an offer from…
Descriptors: Foreign Countries, School Choice, Equal Education, Admission (School)
Peer reviewed Peer reviewed
Direct linkDirect link
Davies, Peter; Ercolani, Marco G. – Oxford Review of Education, 2019
We present an analysis of A-level subject choices at around age 16 for a cohort of students in English schools who completed their studies in 2014. We examined both the National Pupil Database and a unique rich dataset on the subject preferences and subsequent choices between the ages of 16 and 18 (i.e. GCSE and A-level). We found substantive…
Descriptors: Foreign Countries, Course Selection (Students), Advanced Courses, Secondary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Glaesser, Judith – Oxford Review of Education, 2019
This paper first provides a brief overview of the history and current usage of the concept of competence in academic research, and then undertakes a critical discussion of how the term is currently used in educational policy. The running example used throughout the paper is competence in foreign language learning. The PISA study is discussed to…
Descriptors: Competence, Educational Theories, Educational Practices, Theory Practice Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Morrison, Andrew; Erstad, Ola; Liestøl, Gunnar; Pinfold, Nicholas; Snaddon, Bruce; Hemmersam, Peter; Grant-Broom, Andrea – Oxford Review of Education, 2019
In this article we explore the dynamic between the pedagogical and the urban, attending to 'agentive urban learning'. By this we mean processes by which young people build agency in the urban context, in using the resources of the city to develop their own agency, and of developing agency to act within the city. By agency, we refer to the capacity…
Descriptors: Context Effect, Futures (of Society), Situated Learning, Place Based Education
Peer reviewed Peer reviewed
Direct linkDirect link
Parish, Karen – Oxford Review of Education, 2019
This article presents findings from a larger multiple methods study that explores the levels of adherence and experiences students have of the International Baccalaureate Organization human rights ideals in different school contexts. A three-component model of human rights competence, incorporating identification with all humanity, ethno-cultural…
Descriptors: Advanced Placement Programs, Civil Rights, Student Attitudes, Competence
Peer reviewed Peer reviewed
Direct linkDirect link
Liu, Ji – Oxford Review of Education, 2019
This study explores the multidimensionality of engagements with international large-scale standardised assessments (ILSAs). The objective is to understand how different policy actors--government, media, and citizens--rationalise, report, and perceive China's PISA participation. First, government archive analysis traces a decade of documents…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Iannelli, Cristina; Duta, Adriana – Oxford Review of Education, 2018
Despite a wide international literature on the effect of vocational and general education on school-to-work transition, relatively little is known about the role of having studied specific subjects in explaining inequalities in young people's labour market outcomes. This paper aims to fill this gap by examining differences in employment chances of…
Descriptors: Labor Market, Majors (Students), Employment Potential, Longitudinal Studies
Peer reviewed Peer reviewed
Direct linkDirect link
Barrance, Rhian; Elwood, Jannette – Oxford Review of Education, 2018
This paper presents data that consider ways in which young people experience the curriculum through the lens of subject examination syllabuses (for GCSEs), their associated assessment techniques and structures, and educational policies at national and school level concerning subject choice. Drawing upon an original qualitative dataset from a…
Descriptors: Foreign Countries, Secondary School Students, Student Attitudes, Exit Examinations
Peer reviewed Peer reviewed
Direct linkDirect link
He, Qingping; Stockford, Ian; Meadows, Michelle – Oxford Review of Education, 2018
Results from Rasch analysis of GCSE and GCE A level data over a period of four years suggest that the standards of examinations in different subjects are not consistent in terms of the levels of the latent trait specified in the Rasch model required to achieve the same grades. Variability in statistical standards between subjects exists at both…
Descriptors: Foreign Countries, Exit Examinations, Intellectual Disciplines, Item Response Theory
Peer reviewed Peer reviewed
Direct linkDirect link
Hayden, Mary; McIntosh, Shona – Oxford Review of Education, 2018
Academic outcomes of post-16 education can be understood in terms of their value for gaining access to university and, at a time when global educational mobility is growing, internationally recognised university entrance qualifications may be considered a form of personal capital. However, narrowly measured outcomes may not reflect the breadth of…
Descriptors: International Education, Creativity, Experiential Learning, Transformative Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Jerrim, John; Micklewright, John; Heine, Jorg-Henrik; Salzer, Christine; McKeown, Caroline – Oxford Review of Education, 2018
The Programme for International Student Assessment (PISA) is an important cross-national study of 15-year-olds' academic knowledge and skills. Educationalists and public policymakers eagerly await the tri-annual results, with particular interest in whether their country has moved up or slid down the international rankings, as compared to earlier…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Moulton, Vanessa; Sullivan, Alice; Henderson, Morag; Anders, Jake – Oxford Review of Education, 2018
This paper considers whether subject choice at 14-16 influences post-16 transitions, taking into account prior academic attainment and school characteristics, and if so, whether this accounts for socioeconomic, gender, and ethnic differences in access to post-16 education. We consider post-16 progression to full-time education, A-levels, and…
Descriptors: Course Selection (Students), Prior Learning, Educational Attainment, Institutional Characteristics
Peer reviewed Peer reviewed
Direct linkDirect link
Anders, Jake; Henderson, Morag; Moulton, Vanessa; Sullivan, Alice – Oxford Review of Education, 2018
The subjects that young people study from age 14 onwards may have important consequences for their future academic and labour market outcomes. These decisions are shaped by the schools in which they find themselves. Schools also face constraints of their own. This paper explores the extent to which individuals' decisions are affected by the school…
Descriptors: School Role, Academic Advising, School Statistics, Student Records
Peer reviewed Peer reviewed
Direct linkDirect link
Smyth, Emer – Oxford Review of Education, 2018
Young people in Irish schools are required to choose whether to sit secondary exam subjects at higher or ordinary level. This paper draws on a mixed methods longitudinal study of students in 12 case-study schools to trace the factors influencing take-up of higher level subjects within lower secondary education. School organisation and process are…
Descriptors: Secondary School Students, Mixed Methods Research, Middle Class, Working Class
Peer reviewed Peer reviewed
Direct linkDirect link
Steiner-Khamsi, Gita; Appleton, Margaret; Vellani, Shezleen – Oxford Review of Education, 2018
The media analysis is situated in the larger body of studies that explore the varied reasons why different policy actors advocate for international large-scale student assessments (ILSAs) and adds to the research on the fast advance of the global education industry. The analysis of "The Economist," "Financial Times," and…
Descriptors: Meta Analysis, International Assessment, Educational Practices, Content Analysis
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5