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Chris Millward – Oxford Review of Education, 2024
Since 2006, universities in England that want to charge higher fees to their domestic undergraduates have been required to agree a plan with an access regulator appointed by the government. This article identifies the objective for the regulation as equalising opportunity, then considers its effect, drawing on policy literature, ministerial…
Descriptors: Foreign Countries, Undergraduate Students, Higher Education, Access to Education
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Aquib Parvez – Oxford Review of Education, 2024
This paper studies mathematics learning gaps within Indian children at two points in time. Dividing them into two groups, better performing and the rest, we investigate the causes of the difference in the average learning gap between them at those two points. We explore this question using the threefold Blinder-Oaxaca decomposition at these survey…
Descriptors: Foreign Countries, Mathematics Education, Achievement Gap, High Achievement
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Bram Spruyt; Filip Van Droogenbroeck; Leandros Kavadias – Oxford Review of Education, 2024
Although education is arguably one of the most central institutions in contemporary European societies, only recently scholars have started to study opinions that relate to the perceived legitimacy of education among the public at large. This paper contributes to this emerging literature. Based on data from the most recent wave of the European…
Descriptors: Foreign Countries, Educational Quality, Quality of Life, Surveys
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Neil Kaye – Oxford Review of Education, 2024
Despite much empirical evidence highlighting the harmful effect of socioeconomic disadvantage on educational outcomes, there is a relative lack of understanding of how different risk factors impact upon attainment. Importantly, it has yet to be established what effect, if any, austerity cuts have had on the most disadvantaged students. Using rich…
Descriptors: Economically Disadvantaged, Educational Attainment, Academic Achievement, Achievement Gap
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Cheng Yong Tan – Oxford Review of Education, 2024
The present study challenges the assumption that equipping students with positive learning attitudes and beliefs can compensate for socioeconomic status (SES) effects on students' academic achievement. It unravels the association between SES and students' achievement by examining direct and indirect SES influences (via students' science attitudes…
Descriptors: Foreign Countries, Grade 7, Science Education, Achievement Tests
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Tammy Campbell – Oxford Review of Education, 2024
Around 28 per cent of state primary school children attend 'faith' establishments in England, the majority in Catholic or Church of England schools. Research suggests 'faith' schools tend to educate proportionally fewer children from low-income families (proxied by eligibility for Free School Meals [FSM]). This paper examines whether they also…
Descriptors: Foreign Countries, Religious Schools, Elementary Schools, Special Needs Students
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Eli Smeplass; Anna Cecilia Rapp; Anabel Corral-Granados – Oxford Review of Education, 2024
This article explores the institutional dynamics that contribute to educational inequality within Nordic cities. The persistent issue of social inequality in education remains a prominent challenge for the Nordic welfare states. By investigating the gaps between educational policies and their practical implementation, this study sheds light on the…
Descriptors: Foreign Countries, Equal Education, Educational Policy, Housing
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Emilia Titan; Adrian Otoiu; Dorel Paraschiv; Daniela Manea – Oxford Review of Education, 2024
The perceived disadvantage faced by high school students from rural areas in pursuing higher education is often associated with the fact that these areas are by default affected by socio-economic disadvantages. The analysis of the results from the high school baccalaureate examination for Romania, which is mandatory for admission to higher…
Descriptors: Rural Schools, Access to Education, Disadvantaged, High School Students
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Luis Rojas-Torres; Luis A. Furlan; Vanessa Smith-Castro; Guaner Rojas-Rojas – Oxford Review of Education, 2024
It is widely known that test anxiety (TA) is associated with a decrease in test scores. The objective of this study is to provide evidence of the existence of two paths through which TA affects test scores: an indirect path that is associated with the mediation of the updating efficiency and a direct path moderated by the putting into perspective…
Descriptors: Test Anxiety, Coping, Scores, Correlation
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Lorenz Dekeyser; Mieke Van Houtte; Charlotte Maene; Peter Stevens – Oxford Review of Education, 2024
While considerable research in education has established objective and subjective status differences between tracks and focused on the outcomes of ability grouping on students' educational and broader outcomes, there is virtually no research that explains students' variability in track valuation. This study relies on theoretical insights from…
Descriptors: Secondary Schools, Foreign Countries, Adolescents, Track System (Education)
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Daury Jansen; Louise Elffers; Suzanne Jak; Monique L. L. Volman – Oxford Review of Education, 2024
The prevalence of private supplementary tutoring (i.e. shadow education) is growing, particularly in nations with selective school exams. The hypothesis that tutoring attendance rises as pressure to perform increases has not yet been tested. Therefore, our research question is: does the likelihood of attending shadow education increase with an…
Descriptors: Exit Examinations, Secondary School Students, Secondary Schools, Foreign Countries
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Stephen Roulston; Sally Cook – Oxford Review of Education, 2024
Early years education is offered free to all three-year-olds in Northern Ireland, prior to starting primary school, and most parents take advantage of this offer for their children. An experience of early years education has been shown to considerably improve life chances and to be important in starting the process of building a shared society,…
Descriptors: Foreign Countries, Geographic Information Systems, Early Childhood Education, School Segregation
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Elif Manuoglu; Elis Güngör – Oxford Review of Education, 2024
Due to the global restrictions to decrease the risk of infection in classrooms, the transition from face-to-face education to distance learning was a necessity during the Covid-19 pandemic. Grounded in Self-Determination Theory, the present research sought to explore how the pandemic affects university students during distance learning.…
Descriptors: Predictor Variables, Stress Variables, College Students, Distance Education
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Daria Khanolainen; Victoria Cooper; David Messer; Elena Revyakina – Oxford Review of Education, 2024
Preparing young people to meet emerging contemporary challenges has become a global imperative. Over two decades, there has been a call for students' active participation in the life of school and society, and an important feature of this call is student-led research (SLR). However, this pedagogical and empowering call with many potential benefits…
Descriptors: Student Research, Secondary Education, Secondary School Students, Foreign Countries
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Gale Macleod; Marshall Dozier; Rosa Marvell; Gerri Matthews-Smith; Malcolm R. Macleod; Jing Liao – Oxford Review of Education, 2024
This research aimed to describe and evaluate research on the Postgraduate Taught (PGT) sector in the UK from January 2008 to October 2019. The focus on PGT allowed a detailed analysis of an often overlooked part of the HE sector. Methodologically, the research is original in its use of an innovative machine learning approach to a systematic…
Descriptors: Research, Artificial Intelligence, Masters Programs, Foreign Countries
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