29 research outputs found
Evaluation of the Villiers Park Scholars Programme
Get PDFAn evaluation of the Villiers Park Scholars Programme was carried out by Louise Gazeley, Judy Sebba, Sarah Aynsley and Angela Jacklin from the Department of Education at the University of Sussex between 2009 and 2011.
The Villiers Park Scholars Programme identified young people from less advantaged backgrounds who displayed high academic potential and sought to improve their chances of gaining entry to 'centres of excellence at leading universities'.
The evaluating team focused on tracking the impact of the programme on its first cohorts of scholars over a two year period. A multi-site case study approach was adopted for which data was collected in three phases for each of the 10 participating institutions.
The main impact at school level related to improvements in the identification of high potential. Analysis of the quantitaive data showed Year 11 scholars in three schools performing favourably at GCSE level in relation to the top 25 per cent of their peer group. Feedback from the scholars themselves indicated that the mentoring they had received had contributed to changes in their academic and study skills that contributed to improved attainment.
Staff, parents and scholars all felt that changes in the performance of identified scholars was seen in their motivation, self-esteem and confidence in particular. Greater impact was seen in relation to Year 11 scholars and those without a parent who had been to university. Staff and scholars also considered that the programme had improved scholars' knowledge of higher education.
Analysis of the destinations data for Year 13 scholars revealed that around half of those for whom data was available took up places in 'leading' universities. Scholars who did not have a parent who went to university were found to be more likely to say that their involvement in the programme had changed their future plane
The transfer process between special and mainstream schools: the pupils' experience
No full textThis paper explores the perspectives of a group of 15 pupils, all of whom have had experience of both special and mainstream schooling: seven had transferred from special to mainstream, and eight from mainstream to a special school. The paper focuses on the importance of friends and friendship groups, the pupils’ awareness of the different cultures of schools and the importance of these two issues in the period of adjustment following transfer. It is argued that an understanding of the pupil perspective in this is crucial not only to transfer between special and mainstream schools, but also when considering factors affecting the inclusion of pupils who have disabilities or who experience difficulties in learning. A model, the ‘Pathways Model’, is presented and used in the exploration of pupil experience of transfer
Re-Conceptualising Student Support: Roles, Identities and Diversity
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The influence of pupil groupings on gender association in the infant classroom
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