Researching Primary Education
Publication Year: 2016
How do we know what works in primary schools? How do we make sure that we are always learning from fellow teachers, always learning from the children we teach and always moving forward?
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: Introduction
- Chapter 2: What is evidence-based practice and why does it matter?
- Chapter 3: Making a contribution to knowledge: Where do I begin?
- Chapter 4: The literature review: What is already out there?
- Chapter 5: Methodology: What approach should I take?
- Chapter 6: Research methods: How will I collect the data?
- Chapter 7: Data analysis
- Chapter 8: Academic writing: How do I write it up?
- Chapter 9: Looking back and looking forward
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© Rebecca Austin, Wendy Cobb, Judy Durrant, Gill Hope, Kristy Howells, Peter Gregory and Viv Wilson
First published by Learning Matters/ SAGE 2016
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Design and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside these terms should be sent to the publishers.
Library of Congress Control Number: 2016930686
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ISBN 978-1-4739-4813-6 (pbk)
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About the Authors
Appendix: Format for Analysis of a Research Article[Page 132]
Full reference details of material Campbell, T (2013) Stratified at seven: In-class ability-grouping and the relative age effect. British Educational Research Journal 40(5): 749–71. What is the main claim made by the author(s)? In-class ability grouping may adversely affect summer-born children in terms of educational attainment (‘mobility’) in KS1. What was the aim of the research and what research methods were used?
The aim was to investigate whether birth–month gradation in teacher perceptions is more pronounced in classes with ability grouping.
Statistical analysis of data from the Millennium Cohort study was used. The researcher was not directly involved in designing or collecting the Millennium Cohort study data.
What did the author find out? The author claims that ‘The autumn–summer difference in teacher judgements is significantly more pronounced among in-class ability-grouped pupils than among non-grouped pupils’. Are the author's conclusions supported by the evidence presented? Could there be other interpretations of this evidence? The author appears to have considered a number of possible alternative explanations and to have attempted to control for these in different ways. How does this information relate to my other reading? Are there similarities or differences to other texts I have read? This is new information, compared to my other reading, but it reinforces the view that ability grouping can be detrimental to the attainment of at least some children. Does the author make his/her personal viewpoint clear? What is this? How do you know? The author is opposed to ability grouping in the early primary years. This view appears to be based on the evidence from her analysis of the Millennium Cohort data. How will I use this information in my literature review? This research is recent and can be used to support the argument that ability grouping can adversely affect children's progress and attainment in primary schools. I will need to make it clear that this study only looks at the early primary years.