NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1132509
Record Type: Journal
Publication Date: 2017-Mar
Pages: 13
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1365-4802
Mapping, Measuring and Monitoring Achievement: Can a New Evaluation Framework Help Schools Challenge Inequalities?
McCluskey, Gillean
Improving Schools, v20 n1 p5-17 Mar 2017
While mainstream schools have seen an increasing focus on performance and attainment in recent years, this focus has often been resisted by special and alternative educational provision in the United Kingdom. However, concern is now growing about the low levels of achievement for children and young people educated outside mainstream schools. This article reports the findings of an evaluation which examined the work of one group of special school head teachers who set out to develop an alternative framework for mapping, tracking and evaluating achievement; one which would be recognisable to, but not limited by, the pressures on the mainstream. The findings suggest that, if adopted more widely, such a framework could contribute to the search for common ground and common understanding across different educational settings, with the potential to bring direct benefits to pupils but also to make a contribution to addressing under-achievement and educational inequalities more broadly.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United Kingdom (Scotland)