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Courtney, Louise – Oxford Review of Education, 2017
The current longitudinal study examines the similarities and differences between primary and secondary foreign language curricula and pedagogy along with the development of motivation for language learning and second language proficiency. Data from 26 English learners of French (aged 10-11) were collected across three times points over a 12-month…
Descriptors: Longitudinal Studies, French, Second Language Learning, Second Language Instruction
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Anders, Jake – Oxford Review of Education, 2017
A much larger proportion of English 14-year-olds expect to apply to university than ultimately make an application by age 21, but the proportion expecting to apply falls from age 14 onwards. In order to assess the role of socioeconomic status in explaining changes in expectations, this paper applies duration modelling techniques to the…
Descriptors: Socioeconomic Status, Expectation, Academic Aspiration, College Applicants
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Tan, Andrea Geok Poh; Ware, Jean; Norwich, Brahm – Oxford Review of Education, 2017
The increasing ethnic diversity in the UK has highlighted the importance of supporting primary school pupils with English as an Additional Language (EAL), some of whom also have special educational needs (SEN). However, there is relatively little research carried out in the UK on children with both EAL needs and SEN. This paper presents the…
Descriptors: Foreign Countries, Minority Group Students, Special Needs Students, Elementary School Students
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Guldberg, Karen – Oxford Review of Education, 2017
In order to develop deeper and better understandings of what constitutes effective educational practices, and to bridge the gap between research and practice, there is a need for a paradigm shift in autism educational research. The contribution of this paper is to examine the key methodological challenges that stand in the way of autism…
Descriptors: Evidence Based Practice, Autism, Pervasive Developmental Disorders, Educational Research
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Thorburn, Malcolm – Oxford Review of Education, 2017
Interest in progressive education ideas has often been accompanied by advocacy for greater use of interdisciplinary and holistic learning approaches, as these are considered beneficial in conceptual, curriculum, and pedagogical terms. The paper reviews the possibilities for progress on this basis and contextualises the paper around three…
Descriptors: Foreign Countries, Democracy, Interdisciplinary Approach, Progressive Education
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Dymoke, Sue – Oxford Review of Education, 2017
This paper explores the impact of a Spoken Word Education Programme (SWEP hereafter) on young people's engagement with poetry in a group of schools in London, UK. It does so with reference to the secondary Discourses of school-based learning and the Spoken Word community, an artistic "community of practice" into which they were being…
Descriptors: Foreign Countries, Poetry, Oral Language, Oral Reading
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Butler, Des; Coe, Sandra; Field, Rachael; McNamara, Judith; Kift, Sally; Brown, Catherine – Oxford Review of Education, 2017
This paper discusses the principle of "Transition" as it has been conceptualised by the Curriculum Renewal in Legal Education project. The project sought to develop a principled framework for renewing the final year of tertiary legal education in Australia. Capstone experiences were chosen as the most appropriate mechanism for assisting…
Descriptors: Lifelong Learning, Legal Education (Professions), Transitional Programs, Student Needs
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Al Sadi, Fatma H.; Basit, Tehmina N. – Oxford Review of Education, 2017
This paper is based on a quasi-experimental study which examines the effects of a school-based intervention on Omani girls' attitudes towards the notion of gender equality. A questionnaire was administered before and after the intervention to 241 girls (116 in the experimental group; 125 in the control group). A semi-structured interview was…
Descriptors: Foreign Countries, Intervention, Sex Role, Gender Bias
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Hall, Valerie – Oxford Review of Education, 2017
As the last century closed, and a bright new millennium dawned, the concept of "student voice" within education emerged as something to be "identified" and "captured." In effect, it became reified and driven by a raft of government and institutional policies and strategic initiatives; initially within the compulsory…
Descriptors: Student Attitudes, Student Participation, Student Satisfaction, Educational Policy
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Sung, Youl-Kwan; Lee, Yoonmi – Oxford Review of Education, 2017
This paper seeks to contribute to recent comparative discussions about the shift of traditional referential points as a result of new global governance by the OECD through PISA. In doing so, the authors investigate whether the lower PISA rankings of the US have resulted in the shifting of its referential status in South Korea. For the purposes of…
Descriptors: Foreign Countries, Educational Policy, Case Studies, Comparative Analysis
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Bowie, Robert – Oxford Review of Education, 2017
Government policies for teachers and schools in England promote values including tolerance of faiths and beliefs alongside law keeping, democracy, and respect. Tolerance of faiths has been highlighted as a key value but complexities around tolerance make interpretations and applications of the policy difficult. Policy documents in this area are…
Descriptors: Prosocial Behavior, Religious Cultural Groups, Religion, Educational Policy
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Francis, Leslie J.; McKenna, Ursula – Oxford Review of Education, 2017
For the first time in 2001 the Census for England and Wales included a question on religious identity. The campaign for the inclusion of this question was largely pioneered by the Muslim community who argued that religious identity was a more significant indicator of social and public significance than ethnicity. This paper tests the thesis that…
Descriptors: Foreign Countries, Secondary School Students, Adolescents, Muslims
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Gholami, Reza – Oxford Review of Education, 2017
This article has two aims. First, it is concerned with a discourse in British media and politics of "Muslim education", a concept that often appears alongside words such as "extremism" and "radicalisation" and contributes to the undue "religification" of people of Muslim backgrounds. I offer a preliminary…
Descriptors: Foreign Countries, Muslims, Social Bias, Ethnography
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Moulin-Stozek, Daniel; Schirr, Bertram J. – Oxford Review of Education, 2017
Acts of terrorism, moral panics, and negative stereotypes contribute to racialised and Islamophobic ascriptions of Muslimness in Western contexts. In educational institutions such representations occur in the curriculum, in conflict between peers, and in prejudiced and discriminatory behaviour of teachers. For adolescents identified or…
Descriptors: Foreign Countries, Muslims, Adolescents, Identification
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Berglund, Jenny – Oxford Review of Education, 2017
This article suggests that the secular norms which influence much of the Swedish school system silence the voices and experiences of young Muslims who also attend Islamic supplementary education. It is based on interviews with 20 Muslim students in Sweden who reflected on their experiences of attending supplementary Islamic education in parallel…
Descriptors: Muslims, Foreign Countries, Social Behavior, Behavior Standards
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