Promoting ‘relational equity’ and high mathematics achievement through an innovative mixed‐ability approach

Equity is a concept that is often measured in terms of test scores, with educators looking for equal test scores among students of different cultural groups, social classes or sexes. In this article the term ‘relational equity’ is proposed to describe equitable relations in classrooms; relations that include students treating each other with respect and responsibility. This concept will be illustrated through the results of a four‐year study of different mathematics teaching approaches, conducted in three Californian high schools. In one of the schools—a diverse, urban high school—students achieved at higher levels, learned good behaviour, and learned to respect students from different cultural groups, social classes, ability levels and sexes. In addition, differences in attainment between different cultural groups were eliminated in some cases and reduced in all others. Importantly, the goals of high achievement and equity were achieved in tandem through a mixed‐ability mathematics approach that is not used or well known in the UK.     

The evolution of school league tables in England 1992–2016: ‘Contextual value‐added’, ‘expected progress’ and ‘progress 8’

Since 1992, the UK Government has published so‐called ‘school league tables’ summarising the average General Certificate of Secondary Education (GCSE) ‘attainment’ and ‘progress’ made by pupils in each state‐funded secondary school in England. While the headline measure of school attainment has remained the percentage of pupils achieving five or more good GCSEs, the headline measure of school progress has changed from ‘value‐added’ (2002–2005) to ‘contextual value‐added’ (2006–2010) to ‘expected progress’ (2011–2015) to ‘progress 8’ (2016–). This paper charts this evolution with a critical eye. First, we describe the headline measures of school progress. Second, we question the Government's justifications for scrapping contextual value‐added. Third, we argue that the current expected progress measure suffers from fundamental design flaws. Fourth, we examine the stability of school rankings across contextual value‐added and expected progress. Fifth, we discuss the extent to which progress 8 will address the weaknesses of expected progress. We conclude that all these progress measures and school league tables more generally should be viewed with far more scepticism and interpreted far more cautiously than they have often been to date.     

‘Eye-candy’ in ‘Interactive Books’– a Wholesome Diet?

CD-ROMs are becoming more widely used now and one particular genre seems to have a good deal to offer as a medium for the development of reading. These so-called ‘interactive books’ have not yet been investigated in terms of their usefulness in teaching reading and Clare Burrell and John Trushell make a useful beginning to this. They are particularly concerned with whether the eye catching graphics of these books helps or hinders children’s reading of them and their report raises many interesting issues.     

‘Rape’ in children

‘Rape’ as a sexual offence has been existing since time immemorial. In a country like India with her conservative and traditional society, sex is not discussed freely and a sexual offence particularly in childhood is hushed up, for fear of the victimised girl's future. Here an attempt is made to study the relavent factors responsible for ‘rape’ in children. These individual cases were followed up, rescued and rehabilitated whenever possible. This paper deals with a prospective study of 130 cases, between the ages of 6 months to 18 years from Bombay, over a period of 15 months. Over 77.68% oases were more than 4 years of age and 6.15% were between the ages of 6 months and 6 years. Shockingly, 2 young infants were of 6 months of age. Majority of these girls belonged to various slums of Bombay. 34.5% of girls were illiterate, and 79.23% had some knowledge about sex. Surprisingly 36.16% were willing victims and the criteria for including these cases under ‘rape’ was their under age i.e. less than 18 years. Of these 130 victims, 23 conceived, of which 6 delivered after full term. The remaining 17 cases were medically terminated. Of the accused, neighbours were responsible in 51.53% of cases, the remaining being contributed by employer, relative, friend and known hooligans from the same area. Some of these girls were rehabilitated and some are still in the remand home. Few girls, though minor, were married to the accused and were still keen on accepting them as their husbands against the wish of their parents.     

‘Download’: ‘Postcards Home’ Contemporary Art and New Technology in the Primary School

‘Postcards Home’ using photography, scanning, digital image manipulation, text and colour printing was the third ‘Download’ project devised by the education department of the Whitechapel Art Gallery, London, England. It was led by artist Laurie Long with teachers and pupils from Pooles Park primary school in Islington, an inner city borough in North London. Based on the production of a postcard featuring an image of personal significance, the children were involved in exploring and constructing their own and others' identities whilst developing their technology skills in creative ways. The project raises interesting questions about the applicability of contemporary art practices to the primary classroom. The research is based on participant observation and includes the voices of the artist and teachers involved.     

The ‘Golden Egg’

We examine a geometrical construction of a “perfect” egg shape, comparing it with students' conceptions of the ideal shape. Dimensions of birds' eggs are investigated, to find out how egg shapes are related to natural circumstances.     

‘A place of their own’: creating a classroom ‘third space’ to support a continuum of text construction between home and school

This paper uses aspects of ‘third space’ theory to support the use of site‐based classroom role play as a means of ensuring continuity of text construction between home and school. A hypothetical continuum of text construction between home and school is described, and it is suggested that schools wishing to support this continuum might consider incorporating some home‐type contexts and pedagogies into classroom practice. A model of site‐based role play is described that aims to do this by setting up an actual third space in primary classrooms, together with some of the educational outcomes of the model's implementation. Implications for schools and family learning programmes are briefly discussed. In conclusion, the paper argues that if we want curriculum continuity between home and school, we need to create ‘third spaces’ in schools that bring together the experiences and pedagogies of both.