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Informationen zum Autor Stephen Gorard is Professor of Education and Well-being, Durham University, UK Beng Huat See is Research fellow at The University of Birmingham, UK Klappentext Governments, local authorities, school leaders, and teachers all over the world want to improve the attainment and participation of all students at school. They also want to minimise any systematic differences in school outcomes between social and economic groups. However, considerable effort and money is being wasted on policies, practices and interventions that have very little hope of success, and that may indeed endanger the progress that is being made otherwise. The poor quality of much education research evidence, and an unwillingness among users of evidence to discriminate appropriately between what we know and do not know, means that opportunities are being missed. At a time of reduced public spending and increased public unrest, at least in the UK, it is important that proposed interventions are both effective and efficient. This book is unique in the way it: Shows where the solutions to underachievement and poverty lie combines primary(new), secondary (official) and published (review) evidence distinguishes between those possible causes of underachievement that are largely fixed for individuals, and those that are modifiable. There are evidence-informed ways forward in handling under-achievement and increasing social justice in education. This book shows which the more likely approaches are, and where further work could yield further benefits. This book will be a key text for developing academic researchers and supervisors in the social sciences. Zusammenfassung Governments! local authorities! school leaders! and teachers all over the world want to improve the educational attainment and participation of all students! and to minimise any systematic differences in outcomes for social and economic groups. A particular concern is for those students from backgrounds that may objectively disadvantage them at school and beyond. However! considerable effort and money is currently being wasted on policies! practices and interventions that have very little hope of success! and that may indeed endanger the progress that is being made otherwise. The poor quality of much education research evidence! coupled with an unwillingness among users of evidence to discriminate appropriately between what we know and do not know! means that opportunities are being missed. At a time of reduced public spending it is important that proposed interventions are both effective and efficient.Overcoming Disadvantage in Education is unique in the way that it:Shows where the solutions to underachievement and poverty lie combines primary(new)! secondary (official) and published (review) evidence distinguishes between those possible causes of underachievement that are largely fixed for individuals! and those that are modifiable. There are evidence-informed ways forward in handling under-achievement and increasing social justice in education. This book shows which the more likely approaches are! and where further work could yield further benefits.This book will be a key text for students! developing academic researchers and supervisors in the social sciences! and for those research users charged with improving educational outcomes. Inhaltsverzeichnis 1. What is disadvantage in education? 2. The quality of existing datasets 3. The quality of available evidence 4. The role of school intakes 5. The role of schools 6. The role of teachers 7. The wider outcomes of schooling 8. Post-school outcomes 9. Targeted approaches 10. The role of individuals 11. The role of ‘parents’ 12. The way forward in overcoming educational disadvantage ...
