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Equity in education[electronic resource] :an international comparison of pupil perspectives /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
杜威分類號:	306.43/2
書名/作者:	Equity in education : an international comparison of pupil perspectives // Stephen Gorard, Emma Smith ; with David Greger and Dennis Meuret.
作者:	Gorard, Stephen.
其他作者:	Smith, Emma,
出版者:	Basingstoke, Hampshire ; : Palgrave Macmillan,, 2010.
面頁冊數:	xi, 199 p.
標題:	Educational equalization
標題:	Students with social disabilities - Cross-cultural studies. - Education
標題:	Educational sociology.
ISBN:	9780230277335
ISBN:	0230277330
書目註:	Includes bibliographical references and index.
內容註:	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 MightMatter -- Part III: Listening to Pupils -- The Importance of Listeningto 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 itAll Together -- The Experiences of Pupils Educated Otherwise -- Identifying the Determinants of Educational Justice -- The Practical Implications of Reconsidering What Schools Are For.
摘要、提要註:	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. Basedon 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 unfairnessin 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 generallywilling and able to express those views. Are research users willing toacknowledge and act on those views?
電子資源:	access to fulltext (Palgrave)

Equity in education[electronic resource] :an international comparison of pupil perspectives /
Gorard, Stephen.

Equity in educationan international comparison of pupil perspectives /[electronic resource] :Stephen Gorard, Emma Smith ; with David Greger and Dennis Meuret. - Basingstoke, Hampshire ;Palgrave Macmillan,2010. - xi, 199 p.

Includes bibliographical references and index.

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 MightMatter -- Part III: Listening to Pupils -- The Importance of Listeningto 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 itAll Together -- The Experiences of Pupils Educated Otherwise -- Identifying the Determinants of Educational Justice -- The Practical Implications of Reconsidering What Schools Are For.

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. Basedon 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 unfairnessin 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 generallywilling and able to express those views. Are research users willing toacknowledge and act on those views?

Electronic reproduction.
Basingstoke, England :
Palgrave Macmillan,
2010.

Mode of access:World Wide Web.

ISBN: 9780230277335Subjects--Topical Terms:

187802
Educational equalization
Index Terms--Genre/Form:

336502
Electronic books.

LC Class. No.: LC213 / .G67 2010

Dewey Class. No.: 306.43/2

Equity in education[electronic resource] :an international comparison of pupil perspectives /
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100 1 $a Gorard, Stephen. $3 375351
245 1 0 $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.
260 $a Basingstoke, Hampshire ; $a New York : $b Palgrave Macmillan, $c 2010.
300 $a xi, 199 p.
504 $a Includes bibliographical references and index.
505 0 $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 MightMatter -- Part III: Listening to Pupils -- The Importance of Listeningto 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 itAll Together -- The Experiences of Pupils Educated Otherwise -- Identifying the Determinants of Educational Justice -- The Practical Implications of Reconsidering What Schools Are For.
520 $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. Basedon 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 unfairnessin 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 generallywilling and able to express those views. Are research users willing toacknowledge and act on those views?
520 $a "Based on the views of teenagers across Europe and in the Far East, this book argues that we need to reconsider how we judge schools and what they are for. It shows that the treatment of pupilsin schools makesmore difference to teenagers views on society, and on what it means tobe fair, thanit does to differences in attainment"--Provided by publisher.
533 $a Electronic reproduction. $b Basingstoke, England : $c Palgrave Macmillan, $d 2010. $n Mode of access:World Wide Web. $n System requirements: Web browser. $n Title from title screen (viewed on July 14, 2010). $n Access may be restricted to users at subscribing institutions.
650 0 $a Educational equalization $3 187802
650 0 $a Students with social disabilities $x Education $v Cross-cultural studies. $3 375352
650 0 $a Educational sociology. $3 174642
655 7 $a Electronic books. $2 local $3 336502
700 1 $a Smith, Emma, $c Dr. $3 342735
710 2 $a Palgrave Connect (Online service) $3 370384
776 1 $c Original $z 9780230230255 $z 0230230253 $w (DLC) 2009046196 $w (OCoLC)429024161
856 4 0 $3 Palgrave Connect $u http://www.palgraveconnect.com/doifinder/10.1057/9780230277335 $z access to fulltext (Palgrave)