6 results match your criteria British Educational Research Journal[Journal]

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Testing the validity of value-added measures of educational progress with genetic data.

Br Educ Res J 2018 Oct 9;44(5):725-747. Epub 2018 Sep 9.

University of Bristol UK.

Value-added measures of educational progress have been used by education researchers and policy-makers to assess the performance of teachers and schools, contributing to performance-related pay and position in school league tables. They are designed to control for all underlying differences between pupils and should therefore provide unbiased measures of school and teacher influence on pupil progress, however, their effectiveness has been questioned. We exploit genetic data from a UK birth cohort to investigate how successfully value-added measures control for genetic differences between pupils. Read More

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http://dx.doi.org/10.1002/berj.3466DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6448053PMC
October 2018

The impact of parental young onset dementia on children and young people's educational careers.

Br Educ Res J 2018 Aug 20;44(4):593-607. Epub 2018 Jun 20.

Manchester Metropolitan University UK.

It is well established that having a parent with any illness or disability can have an adverse effect on individuals' experiences of education and on their educational progress. Advances in medical knowledge are leading to more people under 65 being diagnosed with young onset dementias and, concomitantly, to more children and young people who are in education having a parent with this diagnosis. Hardly any research has asked these young people directly about their experiences, but the limited evidence suggests that there will likely be significant emotional, mental and psychological damage with enduring impact on their lives. Read More

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http://dx.doi.org/10.1002/berj.3448DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6099504PMC

The consequences of being labelled 'looked-after': Exploring the educational experiences of looked-after children and young people in Wales.

Br Educ Res J 2017 Aug 26;43(4):683-699. Epub 2017 Apr 26.

Cardiff UniversityUK.

The educational experiences and attainment of looked-after children and young people (LACYP) remains an issue of widespread international concern. Within the UK, children and young people in care achieve poorer educational outcomes compared to individuals not in care. Despite proliferation of research documenting the reasons for educational disadvantage amongst this population, there remains limited empirical consideration of the lived experiences of the educational system, as perceived by LACYP themselves. Read More

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http://dx.doi.org/10.1002/berj.3283DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5596337PMC
August 2017
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School composition, school culture and socioeconomic inequalities in young people's health: Multi-level analysis of the Health Behaviour in School-aged Children (HBSC) survey in Wales.

Br Educ Res J 2017 Apr 28;43(2):310-329. Epub 2017 Feb 28.

Centre for the Development and Evaluation of Complex Interventions for Public Health Improvement (DECIPHer)School of Social SciencesCardiff UniversityUK.

Health inequalities emerge during childhood and youth, before widening in adulthood. Theorising, testing and interrupting the mechanisms through which inequalities are perpetuated and sustained is vital. Schools are viewed as settings through which inequality in young people's health may be addressed, but few studies examine the social processes via which institutional structures reproduce or mitigate health inequalities. Read More

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http://dx.doi.org/10.1002/berj.3265DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5412684PMC
April 2017
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Systematic review of educational interventions for looked-after children and young people: Recommendations for intervention development and evaluation.

Br Educ Res J 2017 Feb 17;43(1):68-94. Epub 2016 Nov 17.

CASCADE Cardiff University UK.

Looked-after children and young people (LACYP) are educationally disadvantaged compared to the general population. A systematic review was conducted of randomised controlled trials evaluating interventions aimed at LACYP aged ≤18 years. Restrictions were not placed on delivery setting or delivery agent. Read More

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http://dx.doi.org/10.1002/berj.3252DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5299458PMC
February 2017
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Improvement in national test reading scores at Key Stage 1; grade inflation or better achievement?

Br Educ Res J 2007 Feb;33(1):47-59

University of Bristol, UK.

The aim of the UK National Literacy Strategy is to raise standards in literacy. Strong evidence for its success has, however, been lacking: most of the available data comes from performance on tests administered in schools or from Office for Standards in Education reports and is vulnerable to suggestions of bias. An opportunistic analysis of data from a population cohort study extending over three school years compares school-based scores at school entry and at age 7-8 with independently administered scores on similar tests. Read More

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http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2241756PMC
http://dx.doi.org/10.1080/01411920601104391DOI Listing
February 2007
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