History Education in Comprehensive Schools: Using School-Level Data to Interpret National Patterns

Autor/inn/en	Harris, Richard; Downey, Chris; Burn, Katharine
Titel	History Education in Comprehensive Schools: Using School-Level Data to Interpret National Patterns
Quelle	In: Oxford Review of Education, 38 (2012) 4, S.413-436 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2012.707614
Schlagwörter	History Instruction; National Surveys; Foreign Countries; Secondary School Students; High Schools; Time Management; Evaluation Methods; Performance Factors; Scores; Educational Assessment; Educational Policy; School Guidance; School Choice; Cultural Literacy; Cultural Capital; School Effectiveness; Access to Education; Student Needs; Educational Needs; Socioeconomic Status; United Kingdom + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Ausland; Sekundarschüler; High school; Oberschule; Zeitmanagement; Leistungsindikator; Education; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Choice of school; Schulwahl; Schuleffizienz; Access; Bildung; Zugang; Bildungszugang; Educational need; Bildungsbedarf; Socio-economic status; Sozioökonomischer Status; Großbritannien
Abstract	This paper reports the findings from two large-scale national online surveys carried out in 2009 and 2010, which explored the state of history teaching in English secondary schools. Large variation in provision was identified within comprehensive schools in response to national policy decisions and initiatives. Using the data from the surveys and school-level data that are publicly available, this study examines situated factors, particularly the nature of the school intake, the numbers of pupils with special educational needs and the socio-economic status of the area surrounding the school, and the impact these have on the provision of history education. The findings show that there is a growing divide between those students that have access to the "powerful knowledge" provided by subjects like history, and those that do not. (Contains 4 figures, 6 tables, and 8 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10