School processes in providing reading support in GCSE examinations

Against a background of increasing student eligibility for ‘access arrangements’ in examinations for the General Certificate of Secondary Education (GCSE), this article examines the processes within schools that structure a student's access to the provision of reading support, including staff and student viewpoints. Dominic Griffiths, who is a Senior Advisory Teacher with Tameside Local Authority Education Psychology and Learning Support Team, and Kevin Woods, who is a Senior Lecturer in Educational and Child Psychology at the University of Manchester, report upon a series of four case studies, each based within an urban secondary school offering some form of reading support to students in GCSE examinations. Each case study incorporates student interviews, observations of reading support in action, and interviews with staff who manage and provide reading support in examinations. Quantitative findings show an association between students' preferred mode of reading support and the location in which it is provided. Qualitative analyses revealed key themes relating to the dynamics of provision and use of reading support, including ‘student worthiness’, ‘relationships’ and ‘unfair advantage’. Recommendations are made for a more central role for student consultation within processes for providing reader support to GCSE examination candidates

The concealed middle?:An exploration of ordinary young people and school GCSE subject area attainment

This is the final version of the article. Available from ESRC Centre for Population Change via the link in this record.In Britain school examination results are now an annual newsworthy item. This recurrent event illustrates, and reinforces, the importance of school level qualifications. The General Certificate of Secondary Education (GCSE) is the standard qualification undertaken by pupils at the end of year 11 (age 15-16). GCSEs continue to play an important and central role in young people’s educational and employment pathways. Within the sociology of youth there has been recent interest in documenting the lives and educational experiences of ‘ordinary’ young people. There are many analyses of agglomerate (i.e. overall) school GCSE attainment. More recently attention has been focused on individual GCSE subjects. In this paper we analyse school GCSE attainment at the subject area level. This is an innovative approach and our motivation is to explore substantively interesting patterns of attainment that might be concealed in analyses of overall attainment, or attainment within individual subjects. We analyse data from the Youth Cohort Study of England and Wales using a latent variable approach. The modelling process uncovered four distinctive latent educational groups. One latent group is characterised by high levels of overall attainment, whereas another latent group is characterised by poor GCSE performance. There are two latent groups with moderate or ‘middle’ levels of GCSE attainment. These two latent groups have similar levels of agglomerate attainment, but one group performs better in science and the other performs better in arts GCSEs. Pupils study for multiple GCSEs which are drawn from a wide menu of choices. There is a large array of possible GCSE subject combinations, and results in individual GCSE subjects are highly correlated. The adoption of a latent variable approach is attractive because it handles the messy nature of the data whilst not trivialising its complexity. The paper demonstrates that a latent variable approach is practicable with large-scale social survey data, and is appealing for the analysis of more contemporaneous cohorts.The ESRC Centre for Population Change (CPC) is a joint initiative between the Universities of Southampton, St Andrews, Edinburgh, Stirling, Strathclyde, in partnership with the Office for National Statistics (ONS) and the General Register Office Scotland (GROS). The Centre is funded by the Economic and Social Research Council (ESRC) grant numbers RES-625-28-0001 and ES/K007394/1

Learners’ and teachers’ beliefs about learning tones and pinyin

This paper reports a study of the perceptions of English-speaking learners and teachers about the challenges and difficulties of Chinese as a Second Language (CSL) learning in England. The study involved a Likert-scale questionnaire and follow-up interviews with 37 university student learners, 443 school students and the 42 teachers of both groups. The questionnaires and interviews explored beliefs about language learning, about Chinese language learning and about language learning strategies. This paper focuses on the findings concerning the perceived challenges of speaking Chinese and of tones in learning Chinese. The findings of this study present a picture of teachers who are keen for their students to learn to speak and communicate in Chinese, and of students who are keen to take risks in speaking. However, in contrast to earlier findings about learners’ views about learning Chinese, the learners in this study claimed to be very tone aware and reported that they found listening and understanding Chinese more difficult than production. This is explored in relation to the pupils’ views about learning tones and pinyin and raises questions about the ways they address tones and pinyin learning in the context of their expressed aim of communicating and taking risks in speaking. The discussion raises issues about the possible effects of communicative teaching of languages in English schools. We ask whether an emphasis on communicative approaches may affect how learners address difficulties of the Chinese pronunciation system and the use of pinyin

Youth representations of environmental protest

A necessary condition for a functioning democracy is the participation of its citizens, including its youth. This is particularly true for political participation in environmental decisions because these decisions can have intergenerational consequences. In this article we examine young people’s beliefs about one form of political participation - protest - in the context of communities affected by fracking and associated anti-fracking protest, and discuss the implications of these representations for education. Drawing on focus groups with 121 young people (age 15-19) in 5 schools and colleges near sites which have experienced anti-fracking protest in England and Northern Ireland, we find young people well-informed about avenues for formal and non-formal political participation against a background of disillusionment with formal political processes and varying levels of support for protest. We find representations of protest as disruptive, divisive, extreme, less desirable than other forms of participation, and ineffective in bringing about change but effective in awareness-raising. These representations are challenging, not least because the way protest is interpreted is critical to the way people think and act in the world. These representations of environmental protest must be challenged through formal education in order to safeguard the UN Convention on the Rights of the Child and ensure that the spirit of Article 11 of the UK Human Rights Act is protected

Best practice in access arrangements made for England’s General Certificates of Secondary Education (GCSEs): Where are we 10 years on?

Ten years after an original survey, the present paper reports findings from a 2017 survey of secondary school staff involved in school-based management of GCSE examination access arrangements. 263 respondents, including specialist assessors and special educational needs co-ordinators (SENCos), explained their views on the manageability and fairness of processes for GCSE examination access arrangements. Whilst perceived fairness of GCSE access arrangements has increased, a majority of respondents does not consider current processes to be manageable at school level or equally fair to students. However, almost two thirds of respondents would support some extension of access arrangements on the basis of student need or use of technological assistance. The researchers recommend: promotion of partnership between the qualifications regulator, awarding bodies and schools; enhanced shared understanding of the purpose, place and limitations of access arrangements; and use of a school-based protocol to manage roles and resource requirements for management access arrangements