Inequality in Education ‐‐ Discriminal Resource ‐‐ Allocation in Schools?

Byrne, Eileen M.

doi:10.1080/0013191750270303

Cited by 12 publications

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“…Furthermore, in many of these countries a choice of biology only at school is regarded as a 'choice for science', when in reality this is an inadequate basis for almost all science-related or technologybased further study and careers. Byrne (1975), in one British survey, reported that two-thirds of the education courses beyond the school level required physical sciences and mathematics as entry qualifications.…”

Section: Discussionmentioning

confidence: 98%

Successful achievements by girls in physics learning

Klainin

Fensham

West

1989

International Journal of Science Education

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Girls and boys are participating equally in the senior secondary levels of schooling in Thailand. After major reforms of the science curricula at all levels in the 1970s, about 10% of each age cohort are now studying physics, chemistry and biology in each of the three years of senior high school. The learning in physics of these students has been assessed with practical tests involving manipulative skills and problem solving, theoretical tests of physics knowledge and of source of evidence and an attitude to science test. The girls performed at least as well as the boys in all these measures of learning. In the practical tests, the girls in single-sex schools outperformed both girls and boys in co-educational schools and the boys in single-sex schools.In conjunction with earlier evidence of girls' superior learning achievements in chemistry, these results negate suggestions of biological bases for the widespread under-achievement of girls in the physical sciences elsewhere. Organizational aspects of the secondary curriculum, that encourage girls and boys to continue studying science and then require all three sciences to be studied, seem to be the major factors in these remarkable achievements in physics education.

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Section: Discussionmentioning

confidence: 98%

Successful achievements by girls in physics learning

Klainin

Fensham

West

1989

International Journal of Science Education

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“…This system limited social mobility as 'students who entered the secondary modern schools followed programmes which terminated at the minimum school leaving age', precluding them from 'qualifications which could secure access to higher education' and many 'white-collar' jobs (Eggleston, 1967;85). There were considerable geographical differences in the allocation of places, with more grammar and technical school places in the wealthier south-east of England and far less in the industrialised Midlands and the North (Byrne, 1975). In general, the educational experiences of working-class boys were poor.…”

Section: 'Golden Agementioning

confidence: 98%

Disengaged youth? Exploring the lives of ‘hidden NEETs’ outside the benefits system

Devany¹

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This thesis focuses on the lived experiences of young men who are not in education, employment or training (NEET) and do not access support from the welfare benefits system. They have been called 'hidden' NEETs as they are statistically absent from labour market datasets and seldom access support from charities and other organisations. The broad aims of this thesis are to understand how they become disengaged and how they search for meaning outside work.

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State Policy and Ideology in the Education of Women 1944–1980

Deem¹

1985

Women and Social Policy

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Inequality in Education ‐‐ Discriminal Resource ‐‐ Allocation in Schools?

Cited by 12 publications

References 0 publications

Successful achievements by girls in physics learning

Successful achievements by girls in physics learning

Disengaged youth? Exploring the lives of ‘hidden NEETs’ outside the benefits system

State Policy and Ideology in the Education of Women 1944–1980

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