13 found
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  1.  14
    Participation in higher education: aspirations, attainment and social background.Paul Croll & Gaynor Attwood - 2013 - British Journal of Educational Studies 61 (2):187-202.
    ABSTRACT The recent report of the Milburn Review into Social Mobility highlights the under-representation of young people from lower socio-economic groups in higher education and encourages universities and others to act to remedy this situation as a contribution to greater social mobility. The paper uses data from the Longitudinal Study of Young People in England to examine the relationship between social background, attainment and university participation. The results show that differences in school-level attainment associated with social background are by far (...)
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  2.  24
    Educational participation post-16: A longitudinal analysis of intentions and outcomes.Paul Croll - 2009 - British Journal of Educational Studies 57 (4):400-416.
    The issue of levels of participation in post-compulsory education has been emphasised by the current policy initiatives to increase the age to which some form of participation is compulsory. One of the acknowledged weaknesses of research in the field of children's intentions with regard to participation is the lack of longitudinal data. This paper offers a longitudinal analysis using the Youth Survey from the British Household Panel Survey. The results show that most children can express intentions with regard to future (...)
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  3.  14
    Families, social capital and educational outcomes.Paul Croll - 2004 - British Journal of Educational Studies 52 (4):390-416.
  4.  10
    Teachers and education policy: Roles and models.Paul Croll, Dorothy Abbott, Patricia Broadfoot, Marilyn Osborn & Andrew Pollard - 1994 - British Journal of Educational Studies 42 (4):333-347.
    Four models are outlined for describing and analysing the role of teachers in the formulation of educational policy and the resulting processes of change. The model of teachers as partners in education policy making draws on a pluralist view of political processes and an assumption of a degree of autonomy for teachers and schools. A model of teachers as implementers of change draws a sharp distinction between the processes of policy making and policy execution and excludes teachers from an involvement (...)
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  5.  32
    Managing Behaviour ProblemsEffective Classroom Control: Understanding Teacher-Pupil Relationships.Paul Croll, Diane Montgomery & John Robertson - 1991 - British Journal of Educational Studies 39 (2):208.
  6.  29
    Editorial: Civic and public engagement and higher education – call for papers.John Annette, James Arthur & Paul Croll - 2008 - British Journal of Educational Studies 56 (4):361-364.
  7.  31
    Teachers and Education Policy: Roles and Models.Paul Croll, Dorothy Abbott, Patricia Broadfoot, Marilyn Osborn & Andrew Pollard - 1994 - British Journal of Educational Studies 42 (4):333-347.
    Four models are outlined for describing and analysing the role of teachers in the formulation of educational policy and the resulting processes of change. The model of teachers as partners in education policy making draws on a pluralist view of political processes and an assumption of a degree of autonomy for teachers and schools. A model of teachers as implementers of change draws a sharp distinction between the processes of policy making and policy execution and excludes teachers from an involvement (...)
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  8.  18
    Editorial: Peer review.Paul Croll - 2007 - British Journal of Educational Studies 55 (4):347-350.
  9.  15
    Editorial: Citizenship, democracy and education.James Arthur & Paul Croll - 2007 - British Journal of Educational Studies 55 (3):233-234.
  10.  19
    Pragmatism, Ideology and Educational Change: The Case of Special Educational Needs.Paul Croll & Diana Moses - 1998 - British Journal of Educational Studies 46 (1):11 - 25.
    A major theme of recent debate and policy development in the area of special education is that of inclusion: the placement of all pupils in mainstream schools and the development of curriculum and pedagogy to meet the needs of all. Analysis of national statistical data shows some movement in this direction, but of a slow and very uneven kind. An exploration of the concepts of pragmatism to describe an important aspect of LEA decision making and of ideology to describe an (...)
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  11.  12
    The structure and implications of children's attitudes to school.Paul Croll, Gaynor Attwood, Carol Fuller & Kathryn Last - 2008 - British Journal of Educational Studies 56 (4):382-399.
    The paper reports a study of children's attitudes to school based on a questionnaire survey of 845 pupils in their first year of secondary school in England, together with interviews with a sample of the children. A clearly structured set of attitudes emerged from a factor analysis which showed a distinction between instrumental and affective aspects of attitudes but also dimensions within these, including a sense of teacher commitment and school as a difficult environment. Virtually all children had a strong (...)
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  12.  11
    Editorial: The Roberts Review and the RAE.Paul Croll - 2003 - British Journal of Educational Studies 51 (3):199-201.
  13.  7
    The accuracy of students' predictions of their GCSE grades.Gaynor Attwood, Paul Croll, Carol Fuller & Kathryn Last - 2013 - Educational Studies 39 (4):444-454.
    The paper reports a study that investigated the relationship between students? self-predicted and actual General Certificate of Secondary Education results in order to establish the extent of over- and under-prediction and whether this varies by subject and across genders and socio-economic groupings. It also considered the relationship between actual and predicted attainment and attitudes towards going to university. The sample consisted of 109 young people in two schools being followed up from an earlier study. Just over 50% of predictions were (...)
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