In the context of existing "quantitative"/"qualitative" schisms, this paper briefly reminds readers of the current practice of testing for statistical significance in social science research. This practice is based on a widespread confusion between two conditional probabilities. A worked example and other elements of logical argument demonstrate…

This brief response paper seeks to clarify and expand the work of Allen and Vignoles presented in this issue. What Allen and Vignoles have done is useful because it directly replicates my earlier analyses of trends in social segregation between schools since 1989. These findings have had considerable international impact. So, to have them…

School diversity in the UK is not a new phenomenon. However, recent reforms to "modernise" the secondary school system towards greater diversity of provision, primarily in England, needs to be explored in more detail. The article begins by proposing three phases in the development of state-funded school diversity and provision between 1944 and…

This paper considers the range of research methods used by the UK education research community. Using insights from 25 interviews with key stakeholders it describes their views on the current strengths and weaknesses in methods, and of what methodological developments are needed for future improvement in this field. Using survey returns from 521…

Questions the narrow definition of learning used in lifelong learning discourses. Uses evidence from a study of patterns of participation in adult learning in South Wales from 1900 to argue that if informal learning continues to be ignored, the result may be an exclusiveness in defining a learning society. (CMK)

Addresses the Welsh school-effect in which schools in Wales generally have lower school outcome measures compared to England although the growing number of Welsh medium schools in South Wales are doing better. Suggests an alternative way of analyzing school performance data that leads to the opposite conclusion on both propositions. (CMK)