Young People's Views on Choice and Fairness through Their Experiences of Curriculum as Examination Specifications at GCSE

Autor/inn/en	Barrance, Rhian; Elwood, Jannette
Titel	Young People's Views on Choice and Fairness through Their Experiences of Curriculum as Examination Specifications at GCSE
Quelle	In: Oxford Review of Education, 44 (2018) 1, S.19-36 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2018.1409964
Schlagwörter	Foreign Countries; Secondary School Students; Student Attitudes; Exit Examinations; Intellectual Disciplines; Test Preparation; Decision Making; Mixed Methods Research; Evaluation Methods; Educational Policy; Access to Information; Curriculum; Equal Education; Focus Groups; Coding; Data Analysis; Semi Structured Interviews; Questionnaires; United Kingdom (Northern Ireland); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Schülerverhalten; Final examination; Abschlussprüfung; Geisteswissenschaften; Decision-making; Entscheidungsfindung; Politics of education; Bildungspolitik; Curricula; Lehrplan; Rahmenplan; Codierung; Programmierung; Auswertung; Fragebogen
Abstract	This paper presents data that consider ways in which young people experience the curriculum through the lens of subject examination syllabuses (for GCSEs), their associated assessment techniques and structures, and educational policies at national and school level concerning subject choice. Drawing upon an original qualitative dataset from a mixed-methods study of students' views and experiences of GCSE from Northern Ireland (NI) and Wales, the paper explores students' perceptions of choice and fairness in relation to studying various subjects at GCSE. Factors of importance are the subjects available to them through subject option selections at the school level and the ways in which GCSE courses are then administered. In relation to notions of choice and fairness, the paper considers how students see access to the curriculum moderated by national- and school-level decisions regarding the assessment of GCSEs; the extent to which assessment techniques such as tiering, controlled assessment, and modularity, as well as school-level policy decisions about timing of entry to GCSEs (known as early entry) all combine to restrict students' access to the full range of subjects and influence the ways in which they experience these subjects as curricula within their particular school settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01