Devolution and Geographies of Education: The Use of the Millennium Cohort Study for "Home International" Comparisons across the UK

Autor/inn/en	Taylor, Chris; Rees, Gareth; Davies, Rhys
Titel	Devolution and Geographies of Education: The Use of the Millennium Cohort Study for "Home International" Comparisons across the UK
Quelle	In: Comparative Education, 49 (2013) 3, S.290-316 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2013.802927
Schlagwörter	Foreign Countries; Longitudinal Studies; Comparative Education; Educational Change; Educational Policy; Educational Research; Literacy; Child Development; Geographic Location; Outcomes of Education; Cognitive Development; Scores; Socioeconomic Influences; Correlation; Whites; Minority Group Children; Social Class; Family Structure; Gender Differences; Family Characteristics; Mothers; Regression (Statistics); United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Vergleichende Erziehungswissenschaft; Bildungsreform; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Alphabetisierung; Schreib- und Lesefähigkeit; Kindesentwicklung; Lernleistung; Schulerfolg; Kognitive Entwicklung; Sozioökonomischer Faktor; Korrelation; White; Weißer; Social classes; Soziale Klasse; Familienkonstellation; Familiensystem; Geschlechterkonflikt; Mother; Mutter; Regression; Regressionsanalyse; Großbritannien
Abstract	Following political devolution in the late 1990s and the establishment of the governments for Wales and Scotland, the education systems of the four home countries of the UK have significantly diverged. Consequently, not only does that mean that education research in the UK has to be sensitive to such divergence, but that the divergence of policy and practice provides an important opportunity to undertake comparative research within the UK. Such "home international" comparisons between the four home countries of the UK also provide the opportunity to undertake "natural experiments" of education policy and practice across similar socio-economic contexts. By drawing specifically on the UK Millennium Cohort Study (MCS)--a recent longitudinal birth cohort study specifically designed to provide the potential for geographical analysis--the paper finds considerable variation in child development by country of the UK, with no single story of "success." However, the paper finds that literacy development amongst children in England is, particularly in London, on average, greater than for children elsewhere. The paper concludes by arguing that "home international" comparisons must take seriously issues of scale and geography when interpreting the influence of "national" education systems and policies on educational outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10