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14-19 Centre Research Study
Impact of 14-19 Educational Reforms in Schools and Colleges in England
This project was funded by QCDA
Labour government’s 14-19 reform programme
CReSt 14-19: a multiple Case Study
2009-20101,000,000 words of data
CReSt 14-19: a multiple Case Study
Centres as cases Sampling cases
Sampling cases during the period of the research 2009-10 Longitudinal research
Project advisor Annual Conference
Data collection Centre visits
Interviews, focus groups, documentary evidence Online questionnaires
Ethical Considerations Data analysis Reporting
DESCRIPTION OF CENTRES VISITED 2009-1011-16 SCHOOL 511-19 SCHOOL 113-19 SCHOOL 116-19 SIXTH FORM COLLEGE 3ACADEMY 1FURTHER EDUCATION COLLEGE 2INDEPENDENT 1SPECIAL EDUCATION CENTRES 3SPECIALIST COLLEGE 1Total 18
LOCATION OF CENTRES VISITED 2009-10NORTH 7CENTRAL 2SOUTH 9Total 18
URBAN/CITY 6SUBURBAN/SMALL TOWN 6RURAL 6Total 18
First level codes
Implementing the 14-19 reforms
a view from schools and colleges
Rolling out the reforms – the top-down model
What happens in practice – the bottom-up model
Interpretation
Policy tests
Policy tests
The 14-19 Reforms - The policy intent
Policy coherence/ReformThe Diploma
PerceptionsCurriculum demands, retention and resourcesPolicy, uncertainty and funding issues
Functional skillsBarriers to success
Raising the participation ageAlternative qualifications - BTECs
The student experience
and their views on the reforms
Student voice and participation
There is no group whose view is more important in terms of 14-19 reform than the young people themselves, that is why it s critical that the student voice is heard, at both local and national level... To make sure the student voice can be heard more than before we are strengthening the requirement for consortia to demonstrate their interaction with young people... (DCSF, 2009, pg 12, paras 38-39
CReSt – including student perspectives: 45 focus groups (Y11, Y13, disengaged and Y10 and/or 12 where
applicable) questionnaires
Methodological stance re: young people
Curriculum and assessment: changes and pressures
Views on 14-19 Reforms