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|a 9780230277335 (electronic bk.)
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|a 0230277330 (electronic bk.)
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|a LC 213
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|a 306.43/2
|2 22
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|3 Bib#:
|a 1803845
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|a Gorard, Stephen.
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| 245 |
1 |
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|a Equity in education
|h [electronic resource] :
|b an international comparison of pupil perspectives /
|c Stephen Gorard, Emma Smith ; with David Greger and Dennis Meuret.
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| 260 |
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|a Basingstoke, Hampshire ;
|a New York :
|b Palgrave Macmillan,
|c 2010.
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| 300 |
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|a 1 online resource (xi, 199 p.)
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| 504 |
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|a Includes bibliographical references (p. 186-196) and index.
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| 505 |
0 |
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|a Part I: Introduction -- Re-considering What Schools are For -- Querying The Traditional Role of Schools in Attainment -- Part II: Rethinking Equity in Education -- Why Schools Might Matter -- Why Teachers Might Matter -- Part III: Listening to Pupils -- The Importance of Listening to Pupils -- Listening to Students in Different Countries -- Part IV: -- International Comparisons of Pupil Experiences of Justice -- The Notions of Justice Used by Different Groups of Pupils -- Part V: Putting it All Together -- The Experiences of Pupils Educated Otherwise -- Identifying the Determinants of Educational Justice -- The Practical Implications of Reconsidering What Schools Are For.
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|a This book examines young people's experiences of justice in schools and beyond, and relates these experiences to the development of their personal sense of justice and the criteria they use to decide whether something is fair or not. The book includes the views and experiences of potentially disadvantaged pupils, including those with learning difficulties, or behavioural problems, those apparently less suited to an academic 'trajectory', recent immigrants, those learning through a second language, or who are from socio-economically deprived backgrounds. Based on research from across Europe and Japan, the analysis considers the characteristics of the schools that pupils attend, the pupils' own family and social background, their indicators of disadvantage, and their developing sense of justice. The authors examine their experiences and the potential impact of their experiences on well-being, work, relations at school, involvement in tasks, and results, plus perseverance in school, ethical and civic judgements, trust in institutions, and unfairness in general. This provides important indications for policy-makers and practitioners about the role of school organisation, and the behaviour of teachers, in creating equity and helping to form pupils' sense of justice. Pupils have quite clear views on what is fair, and are generally willing and able to express those views. Are research users willing to acknowledge and act on those views?
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| 650 |
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|a Educational equalization
|v Cross-cultural studies.
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| 650 |
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|a Students with social disabilities
|x Education
|v Cross-cultural studies.
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| 650 |
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|a Educational sociology.
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| 700 |
1 |
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|a Smith, Emma,
|c Dr.
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| 776 |
0 |
8 |
|i Print version:
|a Gorard, Stephen.
|t Equity in education.
|d Basingstoke, Hampshire ; New York : Palgrave Macmillan, 2010
|z 9780230230255
|w (DLC) 2009046196
|w (OCoLC)429024161
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| 856 |
4 |
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|u http://www.canterbury.eblib.com.au/patron/FullRecord.aspx?p=668093
|y Connect to electronic resource
|t 0
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| 942 |
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|a 15102012
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| 945 |
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|b DO NOT SET
|c Manual
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| 991 |
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|a 2012-10-09
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| 992 |
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|a Created by glwo, 09/10/2012. Updated by mayo, 15/10/2012.
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