National Foundation for Educational Research 56th Annual Report 2001–2002
NFER, The Mere, Upton Park, Slough, Berkshire SL1 2DQ Tel: 01753 574123 Fax: 01753 691632 E-mail: [email protected] Website: http://www.nfer.ac.uk Company Registration Number 900899 Charity Registration Number 313392 Contents
National Foundation for Educational Research 5
Introduction 6
Ensuring Reliability and Validity in the Development of Tests 8
Developing English Tests 10
The Use of Administrative Support Staff in Schools: Ways Forward 12
Talking of Disaffection: A Short History14
Which Schools Add Most Value? 16
Exploring Young People’s Views and Experiences of Re-engagement 18
WWW.PGRNET.ORG.UK: Information and Support for Parent Governor Representatives at the Click of a Mouse 20
Communicating the NFER Message 22
Finance – Year Ended 31 March 2002 24
Publications 26
Lists 31
Officers of the NFER and Members of the Board of Trustees 31
Staff of the Foundation 32
Members of the Foundation 38 NFER 56th Annual Report
National Foundation for Educational Research
The National Foundation for Educational Research is Britain’s leading educational research body. Its mission is to gather, analyse and disseminate research-based information in order to improve education and training.
The Foundation maintains a large research programme, comprising over 100 projects at any given time. The major part of this programme is concerned with the public education system – early years, primary, secondary and further The Foundation has long been active on the education – and covers the full range of topics international front. A founder member of the from curriculum, pedagogy and assessment International Association for the Evaluation of through organisation, management and Educational Achievement (IEA) in the 1960s, it is professional development to resourcing, support an active member of many European and other structures and the environment within which networks for researchers. It has worked education is provided. There are many other collaboratively with institutions in many other strands to the research programme besides these, countries, and staff have made numerous and a full listing of projects represents a contributions to the work of the international comprehensive portfolio of topics concerned with agencies. education and training. The Foundation pays particular attention to Since its inception in 1946, the Foundation has disseminating its findings. It publishes research grown steadily and now comprises over 200 staff, reports in-house, targets academic audiences with headquarters in Slough and regional offices through Educational Research and school in Swansea and York. By constitution, it is audiences through TOPIC, feeds out research independent of government and is funded by findings through the activities of its information securing research contracts and providing services, maintains sites on the World Wide Web, information and consultancy services. It and pursues a wide range of ad hoc opportunities maintains particularly close relationships with the to convey findings to appropriate audiences. All of local education authorities in England and Wales this activity reflects a conviction that high-quality and provides a dedicated research and research must be matched by commensurate information service to them. efforts to communicate findings effectively.
Page 5 NFER 56th Annual Report INTRODUCTION Dr Seamus Hegarty, Director
environmental education, IT in the curriculum, whole-curriculum review, special educational needs and teachers’ professional development. A brief selection has been highlighted below. Further details on these and all our projects can be found on our website.
Recent Annual Reports have highlighted the work of the main research departments in Slough, but Attitudes to research in education have shifted in we also have thriving units in Swansea and in York. recent years, and we are now less prone to the traditional charges of labouring the obvious or This year I want to focus on the work of the peddling irrelevance. It is worth reminding Northern Office which has grown from modest ourselves from time to time, however, why research beginnings in 1986. Initially conceived of as a is important in education. base for facilitating fieldwork and some research in the North of England, it has developed into a For all that we ‘know’ about education and schools thriving research centre in its own right. Its initial there is a great deal that we do not know. Though complement of three staff has grown to 24 and its we live in one of the richest and most privileged portfolio of work has expanded in step. The parts of the world, with an abundance of human Northern Office continues to carry out relatively and material resources, we seemingly do not know small-scale projects for local sponsors and to how to provide a decent education, let alone a support national projects being run from our high-quality one, for distressingly large numbers of headquarters in Slough, but it has gradually taken children and young people. We have some schools on its own national studies as well indeed as to which no parent would send their child on the international ones. basis of an informed choice. The disparity between our best schools – which can be very good – and Northern Office researchers have engaged in a our worst schools is one of the highest in the wide range of projects but the backbone of their developed world. work consists of four areas in which they have published widely and established a commanding This is just one area where our knowledge falls expertise: short of aspiration in respect of basic educational provision. There are numerous topics besides G arts education (e.g. young people’s where a vibrant school system needs far better participation in the arts, effectiveness of arts in understanding than is currently available. Think of schools, arts–education interface, the the challenge of the school of the future, the issue educational aims of orchestras, theatres and of teacher supply, how to produce socially dance companies, review of European research responsible young people, to note but a few. into arts and cultural education, media education); It is gratifying to report that once again we have been engaged in a wide range of research projects G teachers’ continuing professional that bear on these issues. These have development (e.g. the work of advisory encompassed the evaluation of school reform teachers, the effects of CPD, how schools use initiatives, notably Excellence in Cities, numerous non-contact days, sabbaticals, early assessment issues, citizenship in the curriculum, professional development for new teachers);
Page 6 NFER 56th Annual Report
staff of research and government bodies who have G pupil disaffection (e.g. truancy, school non- a responsibility for procuring or organising research. attendance, the role of the education welfare service, behaviour support plans, exclusions, Another notable achievement this year was the the causes of disaffection, offending patterns, expansion to Scotland of the services provided by alternative provision, student destinations); our Education Management Information Exchange (EMIE). EMIE is an information service for officers G pupils’ views on the curriculum (e.g. a major and advisers in local education authorities, longitudinal study of pupils’ experiences of the covering education policy and management issues. curriculum at key stages 2 through to 4 and This year it celebrated 20 years of service to the beyond). sector, during which time its coverage has This thriving research programme has been extended to all the authorities in England, Wales, matched by a vigorous engagement in Northern Ireland, the Channel Islands and the Isle of Man. We are delighted to announce that, dissemination. Besides producing conventional following an approach from the Association of research reports, Northern Office staff have been Directors of Education in Scotland, the majority of active in writing for practitioners and their output is Scottish authorities have now joined the service. highly regarded. They have also made numerous Given the cooperative nature of EMIE’s work and presentations to communicate research findings the premium placed on inputs received from directly to practitioner and policymaker audiences. participating authorities, this is a welcome For much of its existence the Northern Office was extension of our capacity to support all authorities based on the campus of the University of York and with appropriate information. it is now housed on York Science Park. This has led Accommodation issues continue to loom large in to valuable and mutually beneficial links with the our lives. Successive Annual Reports have noted University’s Education Department. A particularly the deficiencies in our accommodation and the notable collaboration was the joint organisation of planning difficulties encountered in trying to deal the very successful British Educational Research with them. The good news is that, finally, the Association annual conference in 1997. builders are in! Visitors to The Mere will find our pleasant parkland site is not as they might have Research capacity in the social sciences has been expected it, but work is proceeding apace and we the subject of much attention recently, and there is look forward to taking over the new offices in a growing appreciation of the need for appropriate autumn 2003. At that stage we should be able to house all our Slough-based staff on one site. professional development for researchers. As a fully committed Investor in People we have long It is my pleasure to be able to report another encouraged staff in their professional development highly successful year. Staff have excelled activities and facilitate their efforts in a variety of themselves in formulating and carrying out key ways. During the year we launched an innovative pieces of research on the leading topics of the research training programme in consortium with day. As Government spending on research the London Institute of Education, King’s College increases and ever higher demands are made on and Oxford University. Known as PhDPlus, this the education sector, we look forward to incorporates a year’s internship into a doctoral continuing to provide the high-quality research programme. It is intended for research students findings and measurement instruments that who are interested in a career in research and for lasting education improvement requires.
Page 7 NFER 56th Annual Report
Ensuring Reliability and Validity in the Development of Tests by Chris Whetton
In the past year, the NFER Department of Assessment and Validity, on the other hand, refers to whether there is good evidence Measurement has produced around 120 tests. These cover a and an underlying theory to support inferences based on the test number of topic areas including English (reading, spelling, scores. There needs to be a judgement whether all the various handwriting, writing); mathematics (including mental mathematics); types of evidence point towards a valid test result. The evidence verbal reasoning; non-verbal reasoning; basic skills in literacy and might come from the theoretical basis of the test, the coverage of its numeracy; science; and even the theory of driving. The ages of the content, relationships to other tests, correlation with other measures people involved range from infants through to adults. Most are still and even the consequences of the testing system. Part of test in education, but some are not. They are constructed for many development is to undertake research to provide such evidence. different customers to meet different requirements. Some are developed under contract to the Qualifications and Curriculum The development process usually starts with agreement on a Authority (QCA). Others are commissioned by nferNelson for sale specification for the test. This can describe its purposes, the style to schools. In all this great variety, the underlying process of of assessment, the nature of the testing medium (oral, written, development for each test is fairly similar. The approaches taken to computerised), the types of questions, the intended difficulty, the ensuring reliability and validity are not standard but have the same nature of the test takers, an acceptable time, limitations on principles embedded within them. marking and many other factors. This provides the set of principles from which a blueprint for the test can be drawn up, which will give There is an apocryphal story of a Prime Minister saying that a detailed description of the structure of the test in terms of the National Curriculum tests could be written by two teachers and number of questions in each topic, and other relevant information. typed up by a school secretary during the course of one wet Friday afternoon. Such a method has the merits of speed, simplicity and The next stage is to write draft tests or draft questions, but in some cheapness, but not of giving reliability and validity. These two cases this is preceded by the location of stimulus material (see concepts are often stated together but in fact are separate Developing English Tests on pages 10–11). Based on the blueprint, concepts with different meanings. two, three or four times as many questions as will be eventually needed have to be written. This may be done by NFER staff or, Underlying the concept of reliability is the notion of repetitiveness. more usually, by subject matter experts contracted for the purpose. To be reliable, the measurement must be stable and repeatable – The questions they produce are then reviewed from a variety of the test must produce consistent measures so that if a person is perspectives. First, do they meet the requirements of the content tested on two occasions they should gain the same mark within an specification and test blueprint? If they are National Curriculum acceptable tolerance. Hence reliability can be assessed by giving a tests, are they an accurate reflection of its letter and spirit? These group of people the same test twice (or if that is not possible, reviews are conducted both by the NFER project team and at test giving two parallel versions of the test). review groups where outside experts consider the material.
STATISTICAL ANALYSES ‘Classical’ item statistics
TOTAL SCORE DISTRIBUTION Facility Percentage Percentage Discrim- omitted not reached ination 4.0 Q1 80 5 0 0.40 Number of candidates = 2715 Q2 88 1 0 0.33 Mean score = 42.90 Q3 26 12 0 0.27 Standard deviation = 15.60 3.0 Q4 9 2 0 0.23 Number of items = 75 Q5a 20 30 0 0.34 s
l Reliability = 0.9648 Q5b 21 28 0 0.44 i
p Q6 73 7 0 0.39 u
p 2.0 Q7 75 4 0 0.37 f o
Q8 7 44 0 0.19 % Q9 25 6 1 0.35 1.0 Q10 82 3 3 0.30
Facility = percentage getting the item right Percentage omitted = percentage who do not attempt to answer the item 0.0 Percentage not reached = percentage who leave out the item and all those 0 4 8 12 16 20 24 28 32 36 40 44 48 52 56 60 64 68 72 which follow Score Discrimination = correlation between getting the item right and the total score on the rest of the test The total score distribution plot gives us a lot of information about how In the above example, Q8 has a large number of people omitting it (44%) candidates are performing on the test as a whole. In the above example, and a low facility (7%). The correlation with the rest of the test is only most are achieving quite high scores, but the distribution is ‘skewed’ – there 0.19, which is low. Test developers may decide to leave this item out of is a long tail of lower-performing candidates stretching to the left. the final test. To look in more detail at how candidates are performing on individual We can look in more detail at how items are behaving using item questions or ‘items’, we need to look at item analysis statistics. characteristic curves.
Page 8 NFER 56th Annual Report e Development of Tests by Chris Whetton
In addition, specific reviews may be conducted in relation to omissions and a measure of discrimination – detecting any apparent bias in the content, in terms of equal that is the extent to which a question opportunities, race or disability. These are generally done by separates high and low scorers. Scores on the commissioning an expert external reviewer to evaluate the material question are also examined graphically using from this one perspective. All of these review processes contribute an item characteristic curve (see example). to assuring the validity of the tests. Finally, differentiated information, for example for males and females The next stage is to conduct a trial (sometimes called a pre-test, or for different ethnic groups, can be given. This allows an sometimes called a field test) of the draft tests. It is desirable for investigation of each question for any item bias. this to be conducted on a sample as representative as possible of the eventual users of the tests. This is done by drawing carefully The test development team must then decide on the final tests. structured samples which, in this case of tests for use in schools, They do this by integrating a great deal of information: the original are selected from the NFER's database of schools, controlling for specification; the views of reviewers; the views of those involved in location, school type and size, and published examination results. the trialling; and the large set of statistical information. This can take The size of the target sample taking each test varies between a great deal of experience and judgement to ensure that maximal projects but is generally from 200 to 400. As well as collecting reliability and validity are being achieved within the confines of the data from the tests, there is also a collection of background data specification. on individuals taking the tests and, usually, a questionnaire for The final test is then usually used in a second trial (or second pre- teachers to give their views on the validity of the test material. test or final survey or standardisation). This is often based on very The trial tests are returned to NFER and are marked by teams large numbers of test takers, from 1,000 to 4,000. For different trained for this purpose. The markers, too, provide comments and styles of test, the purpose may be different. For age-standardised information on how the questions functioned – which one seemed published tests, it is to provide the data for the age-related norms. to give rise to ambiguous answers etc. After the tests have been For National Curriculum tests, it is to equate the new test to marked, the data is captured electronically (if it is a paper-based previous tests in the series and to an anchor test to ensure the test) and statistical analyses are undertaken. This starts with the consistency of levels from year to year. distribution of scores on the test, together with the mean (average) score, the standard deviation (a measure of spread) and the This brief outline of test development procedures at NFER illustrates reliability of the test (see example). the stages of development which contribute to the production of sound tests. The procedures are well established and among the Next, statistics are given for each question in the test. This includes the best anywhere. They demonstrably lead to tests which have the average score, the facility (percentage getting it correct), percentage of highest standards of reliability and validity.
Item characteristic curve Item facilities, comparing boys and girls
100 100
90
80 80
70
60 60 y t i l i y
t 50 c i l a i F c
a 40 40 F
30
20 20
10
0 0 1 9 10 11 20 14 19 2 15 12 21 5 22 8 18 4 28 6 3 7 25 24 26 27 29 13 23 1 2 3 4 5 6 7 8 9 10 Item Overall performance (10-point scale) Girls Boys
This is an example of an item which is behaving quite nicely. As overall It is clear that for most items girls do slightly better than boys, but performance increases, the percentage getting the item right also there are a few in which the boys have a higher facility than the girls. increases, with a fairly steep transition area in the centre from most Test developers may wish to look at these particular items, as well as getting it wrong to most getting it right. the few where the girls do a great deal better than the boys, to see if We can also look at the performance of different groups on individual there is anything in the way the question is worded which will items, as in the following chart, which is sorted by overall item facility. advantage one group relative to the other.
Page 9 NFER 56th Annual Report
Developing English Tests by Marian Sainsbury and Liz Twist
The development of English tests at NFER follows all the At this stage, illustrations are commissioned which can be general stages outlined on pages 8–9. Drafts are assembled, used to make a piece more accessible. For fiction pieces, new and refined in the course of a series of expert reviews and artwork is usually drawn; for information pieces, image large-scale trials. However, English tests differ from those in searches of various photo libraries are made. In the key stage 2 other subjects in particular ways, and these are explored in test in 2002, for instance, an impala doe and her fawn were more detail here. Most current English tests include both central to the story but it could not reading and writing, and each of these has its own distinctive be assumed that the animal features. was familiar to all children. Illustrations showing both READING animals clearly were The first stage in the development of a reading test is to find incorporated, including one at the text that will establish the theme for the whole pack. the start of the story. A pack is usually made up of two or three different texts that The next stage is a round of expert reviews and small-scale are linked in some way. school trials, leading eventually to versions that can be used in The search for reading texts is a fascinating part of the project. large-scale trials. The trials of reading tests are important for Researchers spend hours in local libraries, in teachers’ centres checking that the texts and questions are accessible and for with specialist collections of children’s books and in making a final selection of questions. An analysis of the bookshops; the internet is also a useful source of background responses reveals how well each question is working. Some information. This stage involves reading several hundred texts: questions need to prove undemanding for most of the children short stories, extracts from novels, poems or information taking the test, whereas others must challenge the more able. books. The aim is to find high-quality texts that engage The hundreds of children’s responses are also crucial for the children’s interest whilst being accessible to all. development of mark schemes. It is only at this stage that it is possible to analyse the different ways in which children The vast majority of texts are rejected. Some subject matter is express their answers. immediately recognised as problematic – violence or magic, for instance, are often unacceptable. Very well known stories, At a second trial, the difficulty of the new test in relation to such as some of the Greek myths, or very popular children’s previous tests is established. The final task is to put the whole fiction, are inappropriate because of their very familiarity. It test into colour, to prepare everything to publication standard may be impossible to find an extract of a suitable length from and to hand it over to the sponsors. a longer novel, and most short stories are actually too long for This long research process is necessary to construct reading this purpose. Some texts are just too difficult whilst others are tests that ensure that children have the opportunity to not demanding enough or do not lend themselves to the demonstrate the breadth and depth of their understanding. variety of questions required. Key Stage 2 Reading Materials The outcome of the searching process is a varied collection of texts for each of the packs to be developed. The next stage is to write the questions. For this element, researchers work in small groups, drafting and redrafting questions to arrive at something that can be trialled. Frequently there will be several 22 The F lames Come Closer Clos me mark er es Co ls you 1 e Flam ich tel different wordings of a single question. Th 10 wh n page afe. C rase o ere s hoose a ph baby w the be d copy d her and pu st gro nd an oe an t a rin up of w 2. Fi pala d g arou ords 2 the im 1 nd yo to com that 7. Th ur cho plete e impa ice. the se la doe ntence is in particu lar dan ger be cause she i n s Reading test questions do not just ask children to locate and earest the to othe the fi a r re nimals she c may annot catc move h her b fast s g from ecau he ca startin se of ru nnot age 8 the b n bec reproduce facts from their reading. The questions prompt s on p aby ause ph s aragra he is ee p re 1 17 irst thr the fi 8. injure t the f ... ear as Onl d . ook a grass se of f y thos 23. L of the e sen e unab Out up th a) le to r uild Wh un 1 ter b at is stay mark he wri the t ed to oes t 23 error? wait f deeper thought and encourage children to analyse the text as How d or the s? terro roache r... (p app age 8) ks 3 mar b ) Wh y do y ou thin well as understanding its overall meaning. Even for quite k the w ri ter use d the w ord 18a terror?
1 young children, the questions include drawing inferences mark
19. H 18 about the characters and setting in a story, and commenting e was b
still too Exp young lain wh to be at this afraid me . (p 1 m ans an age 9 ark d why ) it is i mporta nt to th on the author’s choice of language and other features. This is e story . the reason why the texts themselves have to be substantial,
12 19
2 well written and thought-provoking. mark s
10
Page 10 NFER 56th Annual Report s by Marian Sainsbury and Liz Twist
WRITING audiences – letters, lists, In reading, a test must address children’s ability to analyse instructions, persuasion, written text, showing their understanding of the whole and its explanation, as well as story. Writing tests parts. In writing, the task is rather to synthesise. A writer has typically set a range of text types, and the to think about what to say, and, at the same time, how to children choose from the possibilities on offer, say it – vocabulary, grammar, punctuation, spelling, or they require children to produce more than one piece so handwriting. Writing tests assess all of these aspects. that they can show their ability across a range.
In most writing tests, the subject for writing is given. The Writing test trials focus upon the accessibility and clarity of the challenge is to find a topic that catches children’s interest and writing prompts. Usually, several alternatives are tried, and the imagination, giving them the scope to write well. It must also best selected. be accessible to all the children taking the test. If the task is to write a story, the writing prompt must not specify a subject The assessment of writing is a complex process, and the or setting that may be unfamiliar. For example, a story set at difficulty in developing writing mark schemes is to find a the seaside might be a good starting point for many children, manageable way to credit all the various qualities in the but there are others, particularly from some ethnic and cultural piece. Is the content relevant and well organised for its groups, who do not have seaside holidays and may never have purpose? Is the piece lively enough to interest its reader? been to a beach. These children might find it difficult to write Are the sentences well formed? How much complexity of convincingly about events in an unfamiliar setting. grammar is evident? Is imaginative or technical vocabulary used? Is it correctly spelled and punctuated? When the task is informative rather than imaginative writing, Is the handwriting legible and fluent? the difficulties are even greater, as children have to know something about the subject, and a writing test must not In practice, there are two common approaches to this become a test of scientific or historical knowledge, for complexity. One is to make an overall judgement of the example. Children can be asked to write about universal writing, noting and balancing its strengths and weaknesses. topics such as self or school. The other way in which The current key stage 1 national tests take this approach. It information writing can be set up in a fair way is by actually acknowledges the overall effect of the piece, but the providing some information. This is sometimes done by linking judgement of how to balance strengths against weaknesses is a writing test to a reading test, and sometimes by providing often a difficult one. brief summaries of content information that the pupil has to Alternatively, the mark scheme might group together some of expand upon. the qualities, so that a mark is given for categories such as As with reading, variety is important. Pupils need to understand style, grammar or overall effect. This allows some of the how to write in different forms for different purposes and different strengths and weaknesses of the piece to be recognised separately. Key Stage 2 Writing Materials Writing test trials provide large numbers of scripts, and these ENGLISH are analysed in order to devise the mark scheme. The 2. KEY STAGE 2 2002 C ommu qualities of successful pieces inform the descriptions of what is nity Pa LEVELS Weyt rk on com WRITING munity into group a park has j 3–5 for ev ust fini eryone shed t needed for each mark. to e urning njoy. some unuse d land pond
Writing Test vege table g rowing Instructions and Planning Sheets area Pla nning Shee One common theme is evident throughout all this. This t is for very brief n otes to Yo help You must choose one piece of writing from the four in this booklet: ur no you pl tes wi an you ll not r idea Inform be ma s. ation a rked. In English tests, children are putting a lot of the p bout 1. A Special Guest is a letter; ark wa how from s mad unuse e 2. Community Park is an information leaflet; d land nd Inform grou ation a 3. A Forgetful Character is a shortplay story; what bout is in th e park themselves into their work. They need to bring their 4. A Change in Time is a short story. Re minde lo rs abo oking ut Your teacher will read through this booklet withTher eyou. after th will b e park e an in arriv format e at t ion le pi own understanding to their reading in order to h a c e park flet for nic are This booklet also contains some planning sheets to help .you visitor Ream T s to re ember he pur ad wh to thin pose o en the G k abou organise your ideas. f the y how t: G leafle to st ex t is to: G art you plain ho r leafle G how t w to o t; he pa G rgan appreciate its full meaning, and they need to bring giv rk w ise th You will have 15 minutes in which to think aboute i nwhatfo to write andas ma how e infor G rmati de; to exp matio on abo G lain th n; remin ut the how e infor to make a note of your ideas. d visi park; to en mation tors to d the clear look leaflet ly; after th . e park Your teacher will then give you another booklet to write in. during their own experiences to their writing. The challenge their Y visit. our ta sk is t o write You will have 45 minutes to do your writing. the in forma tion fo r the l eaflet. with English test development is to recognise these
4 individual ways of responding, whilst producing a
Reme mber: your t Yo ask is u will to writ not be e the i awar nforma reliable assessment. ded tion marks for the for pic leafle tures o t. r deco ration. 5
Page 11 NFER 56th Annual Report The Use of Administrative Support Staff in Schools:
Ways Forward by Ellen Springall
BACKGROUND N tasks not suitable for delegation The Government have made a commitment to help teachers to N reluctance to delegate because of embarrassment. focus on the job of teaching, claiming that administrative support staff have a major role to play in reducing teacher workload. As Impact on teaching and learning The perceived impact of a result of the latest Government spending review, the increased administrative support on teaching and learning has so Department for Education and Skills (DfES) has published far not been significant, but headteachers, heads of Investment for Reform, which outlines plans for the reform of department/curriculum coordinators and teachers believed that it secondary education in England. This highlights how could lead to improvements. administrative support staff could make a meaningful contribution to reducing teachers’ workload. However, there has been little OTHER FINDINGS research into the use of administrative support staff in schools, and it is within this context that the DfES commissioned the As well as the key findings outlined above, the research team NFER to carry out research into the role of such staff and the highlighted a number of other findings that were drawn from impact of their work on teachers and pupils. the research.
A team at the NFER carried out a number of research activities Type of task Teachers were carrying out a wide range of between August 2000 and December 2001 which included a administrative tasks, some of which they saw as an integral part review of the literature, case studies, questionnaire surveys, and of teaching, whilst others could be delegated to administrative an analysis of performance data. staff. As outlined above, teachers felt that tasks such as target setting, lesson planning and the analysis of pupil performance were so closely related to their teaching that it was appropriate KEY FINDINGS to carry them out themselves. However, where there were Level of support There has been an increase in the level of discrete aspects of the tasks which could be carried out by administrative tasks carried out in schools but this has been others, this could be appropriate: ‘Admin is part of my job and I accompanied by an increase in levels of administrative staff don’t really question it. I think most teachers think this way.’ employed. In particular, much of the work carried out by administrative staff has provided effective support to the Coordination Working collaboratively on tasks required both headteacher and to the development of whole-school systems teachers and administrative staff to plan ahead and to be and procedures: ‘The Admin Officer is helpful, but she is mainly available to discuss tasks and implement them within the desired employed to support the headteacher.’ timescales, and in many schools this level of coordination did not seem to be in place. Headteachers were much more able to Delegation The extent to which heads of department/curriculum access support than other teaching staff, partly because of the coordinators and subject and classroom teachers delegated structures in place and perhaps because of their physical administrative tasks to administrative staff varied across schools. proximity to office staff locations.
In general, teachers felt that a number of tasks were either: Teachers’ experiences of delegation A further issue which the research highlighted was that some teachers did not always feel Appropriate for delegation Not appropriate for delegation prepared for, or comfortable with, the notion of delegating to administrative staff. School procedures were not always clear to G collecting money G administration related to target setting all staff, and teaching staff often felt unsure about the extent to G chasing absences G lesson planning which they were able to use administrative staff as a resource: ‘I G analysing attendance data wouldn’t like to delegate admin tasks to office staff…I would be G analysis of performance data adding extra pressure on them.’ G photocopying
Time The views of teaching staff and heads of department/ In some schools, teachers were unable or reluctant to delegate, curriculum coordinators on how they would use time released by for the following reasons: delegating administrative tasks to other staff varied according to N insufficient administrative support available post and to school phase. Overall, though, time would be used for teaching-related tasks or other administrative tasks. At the time of N administrative support was (or was perceived to be) mainly the research, many teachers felt that they had not gained any to headteachers and senior managers significant time as they had not been able to delegate many tasks. N planning and time factors
Page 12 NFER 56th Annual Report e Support Staff in Schools:
by Ellen Springall
Increase in administrative posts Although much of their work schools and LEAs for transferring or providing data was not carried out directly for teachers, administrative staff in tended to be electronic, and administrative staff were schools were carrying out an increasing range of tasks. The numbers responding accordingly, although some instances of staff and the variety of posts were also rising, with titles including: were found of incompatible systems, which were G administrative/clerical assistant being dealt with. Teachers and heads of G headteacher’s personal assistant/secretary department/curriculum coordinators found laptops particularly G bursar/registrar helpful as they could use the same machine at school and at G finance officer/finance clerk home. Teachers generally had better access to a computer for G secretary administrative purposes at home than at school in all phases. G office manager/head of administration Training and development Training for administrative staff G receptionist/telephonist. tended to be identified through informal discussions or as part of Nature and type of administrative tasks The wide range of induction to the job. Much of the training provided was related tasks carried out by administrative staff included: to school procedures and the development of specific ICT-related skills and the use of particular software packages. Teachers also G photocopying received training in ICT-related skills for carrying out administrative G contacting parents tasks, with using e-mail and the internet the most commonly G preparing materials and resources reported focus of training. Moreover, training for teachers in how G chasing absences to delegate effectively or to manage administrative staff did not G collecting money appear to have featured in many schools, and this had led to G analysing attendance data some of the difficulties discussed above, whereby the G preparing report sets relationships between teachers and support staff were not always G processing examination results and administrating easy: ‘In order to get teachers to accept that it is OK to delegate, National Curriculum assessments there needs to be [a] transitional period.’ G undertaking work related to school policy making and target setting CONCLUSIONS G undertaking tasks related to school inspection. The research has shown that administrative tasks have increased in Use of ICT Both teaching and administrative staff were recent years but so have the numbers of non-teaching staff increasingly using ICT for administrative tasks, and found that it available to provide support to teaching staff in this area. made their work more efficient and quicker, as long as they had Guidelines are needed so that all members of the school staff are the necessary software and the training to use it. Links between fully aware of the level of support available and how it has been allocated. This would enable teaching staff to feel more comfortable about accessing the support as k u .
o a normal part of their work and would encourage c . l l a
s administrative staff to work flexibly with teachers d r i B
n to help meet their needs. If the level of support h o J
. and its availability were to increase, teachers w w
w would be more likely to look at ways of reorganising their own tasks so as to make more effective use of the support, and they would begin to recognise the valuable role that can be played by administrative staff if the conditions are right. Such a change could have longer-term implications for the roles of teachers and administrative staff, respectively, and could lead to a wider cultural change, whereby a range of professionals work together in schools to support pupils’ learning.
Copies of the full report (RR331) – priced £4.95 – are available from DfES Publications, PO Box 5050, Sherwood Park, Annesley, Nottingham NG15 0DJ.
Page 13 NFER 56th Annual Report
Talking of Disaffection: A Short History by Kay Kinder
IN THE BEGINNING… The research culminated in four short reports: Three to Remember: Strategies for Disaffected Pupils; Talking It probably all began with the national evaluation of the Back: Pupil Views on Disaffection; Exclusion: Who Lower Attaining Pupil Programme (LAPP) back in the Needs It? and, finally, With All Respect: Reviewing 1980s – and certainly since then, members of the Disaffection Strategies. From work in 40 schools and Professional and Curriculum Studies Department (PCS) off-site units in 19 LEAs, this final report concluded that have had a sustained track record in researching the the elements or ‘tools of repair’ which effectively causes of pupil disengagement as well as the many address disaffection appear to be threefold. strategies and provision put in place by successive governments to address this problem. N the opportunity to establish positive personal In 1994, work began at the Northern Office on a Local relations with an adult who can represent and Government Association (LGA) project entitled ‘School model pro-social values Attendance, Truancy and Exclusion’, which investigated N the opportunity to achieve academic/vocational initiatives arising from the funding stream known as success which also offers a sense of coherence GEST 20. This two-year study gave much emphasis to and progression for the youngster’s career and relaying the perspectives and experiences of disengaged learning pathway young people themselves and also their parents, as well N the opportunity to appreciate constructive as the practitioners who worked closely with them. leisure activity which provides a sense of What pupils said about the reasons for their dislocation enjoyment, personal achievement and self-worth from mainstream schooling highlighted the complex range of factors underpinning the ‘flight or fight’ As my co-author Anne Wilkin and I wrote in the introduction responses which non-attendance and ‘excludable’ to that report: ‘We wanted to call the last report With All behaviour in school represent. Respect because the need to be given "respect" by teachers was a constant refrain from the youngsters’ discourse. We also wanted to convey our respect for the dedication, l l i h empathy, compassion and expertise of the professionals n e e r who work successfully with disaffected pupils and their G
. R families. The research team is indebted to so many &
. S youngsters and their parents, as well as those professionals for assisting us both methodologically and conceptually throughout the study.’
There followed a large-scale dissemination programme in response to requests by LEAs and individual schools in England and Wales, as well as presentations to conferences like BERA and EERA and to the Children’s Committee of the House of Lords. Requests also arrived from individual LEAs and consortia for further small-scale research or evaluation of disaffection issues and initiatives in their local area. These studies, for instance the work done for the Merseyside Learning Partnership or North East Lincolnshire LEA, helped refine our methodologies and extend our understanding of the issues.
Page 14 NFER 56th Annual Report
: A Short History by Kay Kinder
RECENT RESEARCH ACTIVITY
The work on pupil disengagement has continued to expand – both geographically and in terms of new arenas of investigation. A national study on provision for disaffected pupils in Scotland was undertaken for the Scottish Executive between 1998 and 2000. More recently, we have been involved in the evaluation of the Crime Reduction in Schools Initiative (CRISS) and a further study of Alternative Education Initiatives (AEI) for the Home Office. This latter project included research into young people’s offending behaviour, and detailed cost-benefit analysis of AEI provision in six different sites. In addition, in 2001, the Home Office commissioned a study of issues around ‘Missing Children’.
At present, through the LGA programme, we continue to undertake a number of projects reviewing current – and highly topical – issues in the area of truancy and exclusion. One study, for instance, is examining the effects and effectiveness of the prosecution of parents for their children’s truancy, and another will research the FURTHER DEVELOPMENTS response of LEAs to the newly requisite full-time provision for excluded pupils. In 1997, a change of government brought in the whole inclusion agenda, and the further proliferation of initiatives to address pupil disengagement. The Social Exclusion Unit referred to the Talking Back report in its first publication. PUBLICATIONS
At that time, we continued to undertake national ATKINSON, M., HALSEY, K., WILKIN, A. and KINDER, K. (2000). projects around the theme of disaffection through the Raising Attendance 2: A Detailed Study of Education Welfare LGA programme. One project, which might be termed Service Working Practices. Slough: NFER. the ‘prequel’ to the original 1994 study, investigated CULLEN, M. A., FLETCHER-CAMPBELL, F., BOWEN, E., OSGOOD, J. behaviour management in schools and the role of and KELLEHER, S. (2000). Alternative Education Provision at Key Behaviour Support Services. Following that, other Stage 4. Slough: NFER. research within the LGA programme included an outline KINDER, K., HALSEY, K., KENDALL, S., ATKINSON, M., MOOR, H., of alternative education provision available in schools at WILKIN, A., WHITE, R. and RIGBY, B. (2000). Working Out Well: key stage 4 and a ‘sister’ project that studied the Effective Provision for Excluded Pupils. Slough: NFER. effects and effectiveness of provision for permanently KINDER, K., WAKEFIELD, A. and WILKIN, A. (1996). Talking Back: excluded pupils. ‘The Role of the LEA in Reducing Pupil views on Disaffection. Slough: NFER. Truancy’ also featured as part of our work within the LGA programme in this period.
Page 15 NFER 56th Annual Report
Which Schools Add Most Value? by Sandie Schagen and Ian Schagen
WHICH SCHOOLS ADD MOST VALUE? NFER RESEARCH USING NVADS
There is a long history of debate about which schools are best. QCA and DfES have agreed to allow access to these datasets Grammar schools or comprehensives? Small schools or large for research institutions. During the past year, NFER has used schools? Mixed schools or single-sex? NVADs in three projects, each examining the impact of different school types on pupil performance: The answer to this question will depend, first, on what we mean by ‘best’. Schools could be judged, as they are by OFSTED, on 1. Impact of Selective Education a whole range of criteria. In the research described here, we 2. Impact of Specialist and Faith Schools focused exclusively on academic performance, while acknowledging the importance of other factors such as ethos, 3. Impact of School Size and Single-Sex Education. behaviour, and personal and social development. The first was an internally funded project, and the other two In order to determine which school types are most effective in were funded by the Local Government Association (LGA). The terms of academic achievement, it is essential to take into statistical analysis was carried out using multiple regression, account the ability of the pupils at entry to the school. League multilevel modelling and logistic regression, as appropriate. tables are not enough. It is obvious that a school which accepts School-level information was matched to the datasets from the only high-ability pupils will get good examination results. So NFER’s Schools Database, and account was taken in the there is a need for what is called ‘value-added’ analysis, which modelling of pupil factors (prior attainment and boy/girl takes account of prior attainment (the level attained by children differences) and school background variables, in particular the before coming to the school) and other factors which have a percentage of pupils eligible for free school meals. demonstrable impact on performance. Several outcomes were investigated: The development of statistical tools such as multilevel modelling N at GCSE level: total and average point score, scores for has facilitated this kind of analysis. But in order to carry out a English, mathematics and science value-added analysis on a national scale, it is necessary to have a database containing the examination results for large numbers N at key stage 3: average National Curriculum level achieved, of individual pupils at two different points (in order to measure and levels for English, mathematics and science. the progress made between them). The advent of national value-added datasets (NVADs) is timely, because the growing Most of the research focused on secondary schools, and a brief diversity in school types has sparked a national debate about summary of the findings from the three projects is given below. their relative effectiveness.
1. THE IMPACT OF SELECTIVE EDUCATION WHAT ARE NVADS? This project involved separate analysis of two datasets: key National value-added datasets have been made possible by stage 2 1997 to key stage 3 2000, and key stage 3 1998 to National Curriculum assessment. Since 1996, all children in GCSE/GNVQ 2000. We compared the performance of selective English schools have taken tests at the end of key stages 1, 2 and comprehensive systems, i.e. schools in selective LEAs and 3 (ages 7, 11 and 14) as well as GCSEs (or GNVQs) at age (grammar and secondary modern combined) against schools in 16. Government Departments in England (the Qualifications and purely comprehensive LEAs, and found that: Curriculum Authority (QCA) and Department for Education and N Skills (DfES), with at times help from NFER under contract) have at GCSE level, there was very little difference in value- matched pupils’ results at the end of one key stage with their added performance between selective and outcomes at the end of the previous one. In some cases (e.g. comprehensive LEAs key stage 3 to GCSE/GNVQ), an almost complete match has N however, in terms of progress from key stage 2 to 3 been obtained, and we have information on the progress made (the first three years of secondary schooling), by almost every student in the country. In other cases (e.g. key selective LEAs had a clear advantage stage 2 to 3), because pupils change schools and are less easy N this advantage was due to the fact that ‘borderline’ to track, a minority of pupils are not included, but a substantial pupils in grammar schools achieved much better dataset is still available. results than pupils of the same prior attainment in other schools.
Page 16 NFER 56th Annual Report
by Sandie Schagen and Ian Schagen
By ‘borderline’, we mean pupils of just above average ability, 3. THE IMPACT OF SCHOOL whose scores in the 11-plus test might be just above or just SIZE AND SINGLE-SEX below the pass mark. Because there are children in this ability EDUCATION group in all types of school (grammar, comprehensive and This project was able to use a single secondary modern), it is possible to compare their progress; by NVAD which has only recently become available. It links the end of key stage 3, those in grammar schools are on key stage 2 1996 with GCSE/GNVQ 2001, and thus average half a level ahead of their peers. covers the whole of compulsory secondary schooling for a single cohort. The key findings were: One possible explanation for this very striking result is that grammar schools have higher expectations of their weakest N pupils in larger schools had a wider range of pupils. The NVADs tell us, not just what level individual pupils GCSE options obtained at key stage 3, but what tier they were entered for in N medium-sized secondary schools obtained slightly mathematics and science. This should provide an indication of better results than very large or very small schools teacher/school expectations. We therefore calculated the relative probability of pupils in different types of school being entered for N girls’ schools helped to counter traditional sex- the higher tiers, controlling for their attainment in the relevant stereotyping in subject choices subject at key stage 2. Logistic regression analysis showed that N girls in single-sex comprehensives performed better grammar schools pupils were between nine and 20 times more than girls in mixed comprehensives likely to be entered for higher tiers than pupils of the same ability in comprehensive schools. N this was also true for boys of low prior attainment, but not for other boys
N boys in single-sex grammar schools performed better 2. THE IMPACT OF SPECIALIST AND FAITH SCHOOLS than those in mixed grammar schools. Analysis was carried out on the same datasets as above. The most noteworthy findings were that: Although medium-sized secondary schools (with cohorts of N technology colleges and language colleges performed 180–200 pupils) obtained the best results on all GCSE slightly above the norm on all of the outcomes outcomes, the differences were very small; after controlling for investigated prior attainment and other factors, the difference attributable to school size was approximately 0.15 points (less than one-sixth N Jewish schools performed exceptionally well on all but of a grade) in terms of average score. one of the outcomes
N church schools performed consistently well in English. The differences between single-sex schools and mixed schools were greater, especially for girls in comprehensive schools. It is important to note, however, that these positive associations However, as with specialist and faith schools, it is possible that are not necessarily causal. The analysis took into account prior these differences could be explained by factors not included in attainment (the chief determinant of performance) and other the analysis. Ethnicity is particularly relevant here, as Asian important pupil- and school-level variables. However, there are families in particular often choose to send their daughters to other relevant factors (such as ethnicity, English as an additional single-sex schools. language, and parental support) which are not included in the NVADs and therefore could not be taken into account. There More research is evidently needed, and we plan to continue the are also questions about whether the enhanced performance of work on analysing the NVADs to gain insights into the effects of specialist schools is due at least in part to the additional funding school characteristics, using increasingly sophisticated models which they receive. and the latest datasets as they become available.
PUBLICATIONS SCHAGEN, I. and SCHAGEN, S. (2001). ‘The impact of selection on pupil performance.’ Paper presented at the NFER Council of Members Meeting, Institute for Civil Engineers, London, 19 October [online]. Available: http://www.nfer.ac.uk/research/conference.list.asp [22 July, 2002]. SCHAGEN, S., DAVIES, D., RUDD, P. and SCHAGEN, I. (2002). The Impact of Specialist and Faith Schools on Performance (LGA Research Report 28). Slough: NFER. SPIELHOFER, T., O’DONNELL, L., BENTON, T., SCHAGEN, S. and SCHAGEN, I. (2002). The Impact of School Size and Single-sex Education on Performance (LGA Research Report 33). Slough: NFER.
Page 17 NFER 56th Annual Report
Exploring Young People’s Views and Experiences of Re-engagement by David Sims n o i t a i c o
s The Neighbourhood Support Fund s A h t (NSF) aims to re-engage disaffected u o Y and hard-to-help young people in e r i h s
a learning or employment. It is c n a
L targeted at 13–19-year-olds living in 40 of the most deprived areas in England. The NSF supports over 660 community-based projects which aim to raise clients’ expectations of what they can achieve, increase their motivation, and equip them with personal, social and practical skills that will enable them to take up suitable opportunities in education or the labour market.
The social exclusion of young people is a major social and The NFER was commissioned by the Department for economic issue. Responding to the complex needs of Education and Skills (DfES) to undertake research to those who do not participate in education, training or inform the development of each initiative. A key focus of employment is a considerable challenge to educational the research was to find out young people’s experiences policy makers and practitioners. and views of the learning and support provided. Researchers carried out interviews with 152 clients at Since the late 1990s, several policy initiatives have different stages of the Learning Gateway and with 101 focused on helping teenagers to find a way back into the participants in 20 NSF projects. type of learning which will enable them to make the most of their talents and fulfil their potential. The Learning In our experience, getting access to these notoriously Gateway and the Neighbourhood Support Fund – two of the hard-to-reach client groups can be difficult. Furthermore, most prominent initiatives in this arena – were launched in gaining their confidence and interviewing individuals about 1999 to do this. NFER has considerable experience in their life experiences are extremely challenging and require researching the educational and support implications of a sensitive approach with a range of techniques to unlock marginalised young people and has a growing portfolio of their motives and concerns. projects in this area. We have also developed expertise in communicating young people’s experiences to policy YOUNG PEOPLE’S CHARACTERISTICS makers whose decisions have an impact on their lives. Young people’s backgrounds and lifestyles revealed that barriers to learning and progression were often linked to The Learning Gateway aims to meet the needs of young multiple disadvantage. These included dealing with people aged 16–18 not involved in learning or employment accommodation problems and coping with poverty and by providing individually tailored support. It includes an unstable family environments. Low levels of self- initial assessment of clients and the provision of help and confidence and self-esteem were common, resulting in guidance, the continuing support from a Personal Adviser, limited aspirations. Many had some form of educational followed by progression to Life Skills courses or disadvantage, including poor basic skills. Some had been mainstream learning and employment opportunities as persistent truants and others had been excluded, or had appropriate. excluded themselves, from school. According to the
Page 18 NFER 56th Annual Report d Experiences of Re-engagement by David Sims
interviewees, their negative experiences of school were including education, training, employment, the related to the attitude and approach of teachers, the Learning Gateway, New Deal and voluntary work. teaching and learning methods adopted, and problems with other students, including bullying. OBSERVATIONS It was clear from talking to young people that most of Whilst some young people had poor motivation, others them wanted to change their current situation, gain new displayed anger and frustration or were suspicious of those skills and improve their chances in life. They were pleased in positions of authority. Some had behavioural and to have access to a secure place which gave them time emotional difficulties or personal problems related to a and support to reflect on what to do next and how to get history of offending, substance misuse, and pregnancy and there. As many felt let down by their previous learning or parenthood. employment experiences, they tended to be wary of
What characterised most young people’s career histories provision and providers. The success of the re- was the sporadic nature of their lives since leaving engagement process depended to a great extent on their school. Many had not done much at all, and those who learning to trust in the staff who worked with them. had worked had done so in an unplanned and intermittent way. Young people were more inclined to respond positively when they were respected and not pressurised into doing YOUNG PEOPLE’S EXPERIENCES AND VIEWS activities. Involving them in the choice, planning and improvement of activities gave them a feeling of ownership Young people felt that the Learning Gateway had helped and was more likely to ensure continued commitment. them develop a more positive attitude, enhanced their self- confidence, improved communication and social skills, and increased their motivation to organise their lives more Exploring young people’s experiences of re-engagement productively. They valued the support provided by Personal showed that it often involved several stops and starts, Advisers on a one-to-one basis. Although clients’ views on diversions, distractions and changes in direction. Some the usefulness of Life Skills courses varied, they were found it hard to sustain the progress they were making as particularly appreciative of courses that were individually a result of their dislocated lives and sudden changes in designed to meet their needs and interests, and included circumstances. The skills and non-judgmental approach work placements or Outward Bound activities. of Personal Advisers and project workers were found to be critical in helping young people to assess their situation and take small but significant steps to finding better Young people generally found their time on Neighbourhood prospects in the future. Support Fund projects to have been a useful experience. They liked the informal style of delivery and were motivated by the practical, creative and recreational activities, PUBLICATIONS including preparing and eating food together and day trips SIMS, D., NELSON, J., GOLDEN, S. and SPIELHOFER, T. (2001). and residentials which provided them with an opportunity Young People’s Experiences of the Learning Gateway (DfES to move outside their normal environments. They also Research Report 277). London: The Stationery Office. valued the support provided by the project staff, who were SPIELHOFER, T., O’DONNELL, L., SIMS, D., GOLDEN, S. and said to be good at listening and understanding them. AISTON, S. (2001). Evaluation of the Neighbourhood Support Clients said that they would recommend joining the projects Fund – Stage 2. Emerging Findings (DfES Research Brief X23- 01). London: DfES. to other young people because they were welcoming, gave them something useful to do, helped them to make GOLDEN, S., SPIELHOFER, T., SIMS, D., AISTON, S. and O’DONNELL, L. (2002). Re-engaging the Hardest-to-Help Young decisions about the future and gave them the opportunity to People: the Role of the Neighbourhood Support Fund (DfES meet people. Around half moved on to positive outcomes, Research Report 366). London: The Stationery Office.
Page 19 NFER 55th56th Annual Report
WWW.PGRNET.ORG.UK Information and Support for Parent Governor Representatives at the Click of a Mouse
The Local Government Act 2000 requires local authorities The website, which was designed in-house at the NFER, to provide places, with speaking and voting rights, for can be found at WWW.PGRNET.ORG.UK. It includes a parent governor representatives on their main committees variety of information, news stories, details of events and and subcommittees dealing with education matters. background reading. The NFER team hold meetings Parent governor representatives are parent governors fortnightly to assess the website and to agree on the news elected by other parent governors to provide a voice for all and other new material for inclusion. The views of PGRs parents in their area in local decision making. The about improvements and additions to their site are sought Department for Education and Skills (DfES) saw the need and evaluated. PGRs have also written a considerable to provide a support network for these parent governor amount of the content of their newsletter. representatives and issued a tender for interested parties to bid to become the providers of this network. The site has been successful and records an average of over 1,600 searches per month. PGRs are very The Foundation's Research Data Services were enthusiastic about their site. One of them said: ‘I've used commissioned in April 2000 to provide a support network. the website – especially the news section and the web This initiative is high profile and had the full backing of the links, which are both really handy reference points for Secretary of State for Education. The Parent Governor quick access.’ The PGR went on to say that the site had Representatives Network (PGR Network) is the helped in the work involved in being a PGR by making Foundation's first venture into the provision of a website access to information and current issues possible and for an outside body. After consultation with the DfES, enabling them to get a sense of what issues are important Research Data Services have provided a network for other PGRs and how they have responded. There have comprising four strands. also been two annual conferences, and regional meetings are planned for next year.
N a dedicated internet-based information site The PGRs are also able to communicate with one another N an e-mail network to facilitate communication via a moderated e-mail list. The e-mail list is a popular means of communication between PGRs and has been Those who do not have access to the internet and useful in providing a means for them to explore issues and email were not overlooked and are catered for by exchange ideas. It also enables them to ask questions N a termly newsletter and seek advice.
N a bimonthly mailing
Page 20 NFER 56th Annual Report
r Representatives at the Click of a Mouse by Catherine Cox
The PGR Network has enabled PGRs to communicate with PGR NEWSLETTER each other, no matter what their geographic location. In this way, best practice is being spread across the country. In areas where PGRs feel less supported by their local Issue No. 3 May 2001 authority, they can seek advice from PGR colleagues on ways of developing their role. PGR Network News
Many local authorities have found the partnership between AROUND THE REGIONS – A Traveller’s Tale themselves and their PGRs very productive. A Director of The agendas had been set, the Saturdays planned and off I set to see the start of the regional groups Education of one of the Borough Councils said that he felt around the country. Prior to the meetings travel was a key topic – that PGRs had been very successful in bringing ‘school delayed trains. governor and parent issues into the arena for broader Darlington was likely to be a tortuous journey. My plan to catch debate through their contribution to the scrutiny process the train to Newcastle was thwarted when Sheena saw me at Stevenage and though the open meetings they hold for parents on a while she was on the Leeds train. This then developed a fault and was termly basis’. Furthermore they had helped the ‘authority overtaken by the train to Newcastle! to be self-critical and to reflect on its own policies and Taunton in the rain at a school at processes. Their role in the work of scrutiny has been the end of a cul-de-sac, as our taxi driver insisted on reminding us and vital in helping councillors gain an additional perspective.’ offering his opinion on education planning. I picked Liz Burns up en route to Nobody about, until we found Catherine Cox and Manchester and found it easily, Manchester, set up directions to the Library. On a rainy that is. The GMB College was another afternoon, the return taxi didn’t show and we matter and it took us into interesting parts of gratefully accepted a lift to the station. Greater Manchester and numerous u-turns It has been recognised that parents have an essential role before we found our destination. in helping to raise school standards. PGRs are providing The mystery of the Reading one-way CONTENTS system is known only to locals, so when you the means by which parents can communicate their find a car park, you always return to that N Finding out Parents’ Views 2 one for fear of getting lost. We shared the views. We welcome the opportunity to provide a support renovated Town Hall with a wedding party, N Perseverance Pays Off 3 which might account for a couple of absentees. network for PGRs in their vital role of representing the N Some Myths on Training 3 N voice of parents at local level. The Foundation has just Changes at DfEE 4 The content of the meetings has been N Hot Topics 4 well documented by the note takers. embarked on a third year of provision. The general consensus to expand the N Guidance on Regional Meetings 5 regions from 6 to 9 and match them to N Guide to LEAs in the Regions 6 the RDAs has been taken on board. The undoubted benefit for PGRs to be N DfEE Publicity for LEAs 7 able to meet together, share N experiences and discuss common Governing Bodies Consultation 7 topics on a mutual benefit basis made N PGR Noticeboard 8 the journeys well worthwhile. Cartoon by Geraint Derbyshire Terry Douris
Page 21 NFER 56th Annual Report
Communicating the NFER Message by Wendy Tury
THE NFER WEBSITE
If educational research is to be effective, the The last 12 months have seen significant developments on the outcomes must reach practitioners and NFER website, which is now a key factor in successful policymakers who influence, decide upon and dissemination and in maintaining and enhancing the implement change. Each year, the NFER Foundation’s profile both in the UK and internationally. On average, the site receives around 27,000 visits each month. The undertakes some 200 research projects and, in most popular pages are: current research projects; project many cases, the findings play an important role summaries; publications and press releases. We are constantly in informing policy and improving practice. improving the site and enhancing the research information Indeed, the Foundation’s Mission and Vision available. If we receive multiple enquiries relating to certain emphasises the importance of publicising our areas of research, we create reading lists to assist visitors to the work and disseminating its outcome both in the site. These now include Classroom Assistants, Ethnic Minority Pupils’ Educational Achievement, Literacy Hour, Thinking Skills, UK and world-wide. and Information on Secondary Selection Tests. We are also Communications, Marketing and Information developing special sections for major long-term projects such as Excellence in Cities. Services bring together the different aspects of dissemination, from producing and Any visitor to the site can also subscribe to the free e-mail alert disseminating the published reports through to service. This consists of monthly update messages which marketing and promoting all of the Foundation’s highlight new information and make it quicker and easier for research activities. frequent users to our site to select items of particular interest.
NFER NEWS
Published twice a year, NFER News is a free magazine PUBLICATIONS containing accounts of current research projects mostly contributed by NFER researchers. It has a distribution list of The primary aim of the publication programme is to ensure that nearly 40,000, including schools, colleges and universities, we disseminate published findings to all those who will find them unions and associations, bookshops and LEAs. It can also be useful and informative. Therefore, priced publications are sold accessed via the NFER website, and an additional online on a not-for-profit basis via the NFER Book Sales Unit, and all edition was issued in July 2002. summaries and several reports can be downloaded from our website. Last year, NFER distributed around 3,000 copies of 12 EDUCATIONAL RESEARCH books resulting from research findings. We also disseminated several free publications, including the Annual Survey of Trends Educational Research, the journal of the NFER, was established in Education and Professional Development – A Review of in 1958. Drawing upon projects in universities, colleges of Teachers’ Placements in Business and Industry. The NFER education and other institutions in Britain and around the world, Publications Catalogue gives full details of the Foundation’s new it is a leading forum for informed thinking on issues of and backlist published reports. contemporary concern in education.
The journal is intended to be of interest to academics, LGA EDUCATIONAL RESEARCH PROGRAMME researchers and those people concerned with mediating research Several of our publications result from the educational research findings to policy makers and practitioners. It is published three programme that the NFER undertakes in conjunction with the times a year by Routledge Journals, an imprint of Taylor & Francis Local Government Association (LGA). These are widely Ltd., and all articles are subject to full peer review by a wide- disseminated to policy makers, LEA managers and, depending ranging panel of experts from the NFER, King’s College, London, on the subject area, to other groups such as headteachers, the Department of Educational Studies, University of Oxford, and teachers, professional bodies, unions and libraries. the Institute of Education, University of London.
Page 22 NFER 56th Annual Report
R Message by Wendy Tury
feature our findings and activities. Figures from Romeike Media Intelligence show that news of NFER research reached an estimated readership of some eight million in February 2002.
Also, the steadily increasing number of electronic media outlets provide new opportunities for dissemination and the ability to reach larger international audiences via the World Wide Web.
The press coverage generated by the launch in June 2001 of the report Homework: A Review of Recent Research by Caroline Sharp, Wendy Keys and Pauline Benefield is of particular note. The findings were featured on ITN and Channel 5 News, 34 radio stations carried news bulletins and broadcast interviews with Caroline Sharp, while articles appeared in 30 newspapers including The Guardian, Daily Mail, Daily Telegraph and Times Educational Supplement. TOPIC AND TOPIC ONLINE
Published twice a year, TOPIC provides a collection of articles In the months following the launch of this report, there were about practical applications of research in education. TOPIC also a number of articles published in a variety of educational focuses on up-to-date research information about all aspects of journals/magazines including Education Journal, Parent News, education, particularly those that concern heads, teachers and Improving Schools, Special Children and SENCO Update. education administrators. Other titles attracting extensive media interest during the year First published in 1989, TOPIC has grown rapidly and now has included: Long-term Evaluation of the Beacon Schools Initiative, more than 2,000 subscribers, who receive a set of printed The Impact of Selection on Pupil Performance, Supporting articles every six months. Students Applying to Higher Education and The Impact of Faith and Specialist Schools on Performance. Subject matter ranges from formal research projects to case studies of small-scale investigations conducted by teachers in LIBRARY AND INFORMATION the classroom. All the material can be photocopied and is SERVICES designed to provide an accessible source of information and ideas as a starting point for group discussions, staff meetings With over 25,000 books and 350 journal titles, the NFER and professional development. Library offers a valuable resource to staff and visitors alike. The Library enquiry service is constantly expanding, and the use of TOPIC ONLINE is an additional web-based service which was e-mail has generated many additional requests for information, launched in July 2002. Available free to TOPIC subscribers, it with the team now responding to more than 100 detailed enables anyone visiting the website to view summaries of some enquiries each month. Another service provided by the Library 50 research articles online and to receive the full versions e-mailed is the preparation of bibliographies, which information staff are to them by return. Non-subscribers pay a small fee per article. happy to provide on a range of topics.
MEDIA COVERAGE CERUK The media play a significant role in promoting the work of the The Current Educational Research in the UK project (CERUK) is Foundation and in conveying our findings to education managed in the Library. This unique database, launched at the practitioners, policy makers and the general public. British Educational Research Conference in September 2001, contains details of ongoing educational research which is In the last year, we have continued to see increased coverage in sponsored and/or at PhD level. Its success is demonstrated by the national and regional daily/weekly newspapers, while a the fact that the number of searches in the database is now diverse range of specialist educational magazines regularly running at more than 1,200 per month.
Page 23 NFER 56th Annual Report
Finance – Year Ended 31 March 2002 by Adrian Clark
The income of the Foundation reductions reflect the transfer of work that might from normal activities increased lie outside our charitable objectives to our trading by 8.8 per cent from subsidiary, and the fact that there has been a £9,554,000 to £10,395,000 trend to longer and larger projects. The major after adjustment for the exceptional income in sponsors continue to be the Qualifications and both years relating to the disposal of our Curriculum Authority (QCA; formerly the School investment in NFER-NELSON Publishing Company Curriculum and Assessment Authority (SCAA)) (22 Limited. The exceptional income this year totalled projects; 2001: 18) and the Curriculum and £1,500,000 and related to the second of three Assessment Authority for Wales (ACCAC) (16 payments for licensing our name to the new projects; 2001: 13), the Department for owner for a seven-year period. Education and Skills (37 projects; 2001: 37), and other Government Departments and agencies Sponsored Research accounted for 77 per cent including Health, Transport, the Home Office, the of the total income after allowance for the Welsh Assembly and the Northern Ireland Offices. exceptional income, an increase over the previous In addition, research was undertaken for individual year of eight per cent. At £8,004,000, local authorities, Training Enterprise Councils, and Sponsored Research represented an increase of charitable foundations. As mentioned above, work 21.6 per cent on last year’s total of £6,582,000. for commercial organisations and work that was During the year, work was undertaken on a total of not educational research or development has 172 (2001: 204) different sponsored projects been transferred to our wholly owned subsidiary, from 62 (2001: 79) different sponsors. Both NFER Trading Limited.
ANALYSIS OF NFER INCOME BY SOURCE
£24,000k £22,844k EXCEPTIONAL £22,000k £13,290k RESEARCH DEVELOPMENT
£20,000k MEMBERSHIP PROGRAMME SPONSORED RESEARCH £18,000k
£16,000k
£14,000k
£11,895k £12,000k £1,500k
£10,000k £9,329k £1, 018k £8,190k £2,256k £1,633k £1,373k £7,938k £8,000k £2,009k £6,906k £7,055k £2,106k £1,3339k £8,004k £1,368k £1,756k £1,306k £6,000k £6,582k £1,267k £1,248k £5,767k £1,119k £1,145k £4,914k £4,000k £4,419k £4,584k £4,154k
£2,000k
£0k 95/6 96/7 97/8 98/9 99/00 00/01 01/02
Page 24 NFER 56th Annual Report
The LGA Educational Research Programme is income, down from the 17 per cent of the agreed each year with the Local Government previous year. The income excludes the realised Association (LGA) and covers research topics of losses on investments of £161,000 interest to its members and the dedicated Education Management Information Exchange Expenditure to provide the research effort rose by (EMIE) Service for LEAs. The base grant has been 5.4 per cent to £9,983,000 (2001: held on a standstill basis with an inflation increase £9,469,000). This expenditure included of 2.5 per cent (£34,000). The overall effect was significant costs fees relating to the provision of to raise income from £1,339,000 to temporary accommodation ahead of the delivery £1,373,000. The programme represented of the redevelopment of our site at The Mere, which commenced just after year end, and is due 13 per cent of total income after allowance for for completion in the late summer of 2003. the exceptional income, a reduction of one per Otherwise, despite the increase in throughput cent on the previous year. reported above, most notably in the sponsored programme, costs were well contained. Including The Research Development Programme is the exceptional income, the surplus for the year funded from a variety of other sources of income. was £1,912,000 against the £13,375,000 in the With the transfer of non-core work to NFER previous year. After the losses of £161,000 on Trading Limited, the level of income has fallen by the disposal of investments, and the reduction 37.7 per cent from £1,633,000 to £1,018,000 during the year in the market value of the after adjustment for the exceptional items in both investments of £394,000, the surplus was years. In accordance with the policy of the reduced to £1,337,000. Trustees, the largest source of income has now become the income from our investments, which Outlook The volume of educational research at £472,000 represents nearly half of the total. available to the Foundation continues to rise, and After adjustment for the exceptional items, the with the successful winning of a further number of programme now represents ten per cent of total large projects, the foreseeable future looks secure.
SEVEN-YEAR SUMMARY
£11,000k £10,395k £9,983k £10,000k £9,554k £9,329k £9,469k £9,055k £9,000k £8,190k TURNOVER £7,938k £8,036k £8,000k EXPENDITURE £7,264k £6,906k £7,055k £7,000k SURPLUS £6,535k £6,154k £6,000k
£5,000k
£4,000k
£3,000k
£2,000k
£1,000k £752k £520k £674k £412k £274k £154k £85k £0k 95/6 96/7 97/8 98/9 99/00 00/0I* 01/02*
* Adjusted to remove exceptional income Page 25 NFER 56th Annual Report
DERRINGTON, C. (2001). ‘The LEA Publications OREHAM, R. and SHAW, A. (Eds) contribution to school improvement’, (2001). Smoking, Drinking & B TOPIC, Issue 25, Item 2. Drug Use Among Young People in RCHER, T. and KENDALL, L. Scotland in 2000. A Survey Carried DOHERTY, P. and HARLAND, J. A(2002). Headteachers’ Main Out on Behalf of the Scottish (2001). Partnerships for Creativity: Concerns (Annual Survey of Trends in Executive by the National Centre for an Evaluation of Implementation. Education, Digest No. 12). Slough: Social Research and the National Slough: NFER. NFER. Foundation for Educational DOWNING, D., ASHWORTH, M. and Research. Edinburgh: The Stationery ARNOLD, R. (2001). Looking to the STOTT, A. (2002). Acting with Intent: Office. Light. Good Practice in Raising Theatre Companies and their Standards: the Beacon Council BOYD, S. (2001). Teaching Modern Education Programmes. Slough: NFER. Scheme 2000 (EMIE Report No.62). Languages: Policy and Practice in DOWNING, D., ASHWORTH, M. and Slough: NFER, EMIE. England, Wales and Northern STOTT, A. (2002). Acting with Intent: Ireland. Slough: NFER, EURYDICE. ARNOLD, R. (2002). Good Practice Theatre Companies and their in the Midlands. Slough: NFER, BROWN, S., EDMONDS, S. and LEE, Education Programmes (Research EMIE. B. (2001). Continuing Professional Summary). Slough: NFER. Development: LEA and School ARTHUR, J., DAVIES, I., WRENN, A., Support for Teachers (LGA Research HAYDN, T. and KERR, D. (2001). Report 23). Slough: NFER. DMONDS, S. and LEE, B. Citizenship Through Secondary (2002). ‘Teachers’ feelings about History. London: RoutledgeFalmer. E continuing professional development’, ATKINSON, M. (2001). ‘Raising ASTLE, K., ASHWORTH, M. and Education Journal, 61, 28–9. attendance’, Education Journal, 55, LORD, P. (2002). Aims in Motion: C EVANS, K., RUDD, P., BEHRENS, M., 26–8. Dance Companies and their KALUZA, J. and WOOLLEY, C. (2001). Education Programmes. Slough: ATKINSON, M., HALSEY, K., KINDER, ‘Reconstructing fate as choice? Initial NFER. K. and WILKIN, A. (2002). An findings from the comparative study Evaluation of the Devolution of CASTLE, K., ASHWORTH, M. and "taking control". Personal agency Education Welfare Services to LORD, P. (2002). Aims in Motion: and social structures in young adult Secondary Schools: the First Year. Dance Companies and their transitions in England and the new Slough: NFER. Education Programmes (Research Germany’, Nordic Journal of Youth Summary). Slough: NFER. Research, 9, 3, 2–28. ATKINSON, M., HALSEY, K., KINDER, K. and WILKIN, A. (2002). An CASTLE, F. and EVANS, J. (2001). EURYDICE (2001). Basic Indicators Evaluation of the Devolution of ‘Making a difference: early on the Incorporation of ICT into Education Welfare Services to interventions for children with autistic European Education Systems: Facts Secondary Schools: the First Year spectrum disorders’, Education and Figures. 2000/01 Annual (Research Summary) [online]. Journal, 56, 30–1. Report. Brussels: Eurydice. Available: CASTLE, F. and HALLAM, S. (2002). EURYDICE (2001). Financial Flows in http://www.nfer.ac.uk/research/pub_ ‘A school–home liaison project: Compulsory Education in Europe template.asp?theID=279 [14 June, supporting and involving parents; (diagrams for 2001). Brussels: 2002]. reducing truancy and exclusion’, Eurydice. ATKINSON, M., WILKIN, A., STOTT, TOPIC, Issue 27, Item 4. EURYDICE (2001). [email protected]: A., DOHERTY, P. and KINDER, K. CLARK, T. (2001). Home to School Information and Communication (2002). Multi-Agency Working: a and College Transport (EMIE Report Technology in European Education Detailed Study (Executive Summary) No.63). Slough: NFER, EMIE. Systems (Survey 4). Brussels: [online]. Available: Eurydice. http://www.nfer.ac.uk/research/outcome CLAUSEN-MAY, T. (2001). ‘An _popup.asp?theID=CSS [14 June, approach to test development’, EURYDICE (2002). European 2002]. Education Journal, 54, 28–9. Glossary on Education Volume 3: Teaching Staff. Brussels: Eurydice. ATKINSON, M., WILKIN, A., STOTT, CLAUSEN-MAY, T. (2001). ‘Make it A., DOHERTY, P. and KINDER, K. your own’, TES Primary, September, EURYDICE (2002). Thematic (2002). Multi-Agency Working: a 47. Bibliography: Information and Detailed Study (LGA Research Report Communication Technologies. 26). Slough: NFER. Brussels: Eurydice. AVIES, D. (2002). ‘Learning EURYDICE and CEDEFOP (2001). from Beacon Schools: findings D National Actions to Implement from the evaluation of pilot Beacon Lifelong Learning in Europe. Schools’, TOPIC, Issue 27, Item 9. Brussels: Eurydice. DAVIES, D. and RUDD, P. (2001). Evaluating School Self-evaluation (LGA Research Report 21). Slough: NFER.
Page 26 NFER 56th Annual Report
EURYDICE at NFER (2002). FLETCHER-CAMPBELL, F. (2002). HARLAND, J., MOOR, H., KINDER, K. Eurofocus on Transition from Primary ‘The education of pupils with autistic and ASHWORTH, M. (2002). Is the to Secondary Education [online]. spectrum disorders up to the end of Curriculum Working? The Key Stage Available:http://www.nfer.ac.uk/eurydice/ key stage one’, TOPIC, Issue 27, 3 Phase of the Northern Ireland documents/Eurofocus on Transition.pdf Item 3. Curriculum Cohort Study. Slough: [5 March, 2002]. NFER. FLETCHER-CAMPBELL, F. (2002). EURYDICE at NFER (2002). ‘The financing of special education: HEGARTY, S. (2001). ‘Inclusive Eurofocus on Vocational Education lessons from Europe’, Support for education – a case to answer’, and Training at Around Age 14 Learning, 17, 1, 19–22. Journal of Moral Education, 30, 3, [online]. Available: 243–9. FLETCHER-CAMPBELL, F. and http://www.nfer.ac.uk/eurydice/doc KINGTON, A. (2001). ‘Links between HEGARTY, S. (2001). ‘O apoio uments/Eurofocusonvocationaleduc special schools and mainstream centrado na escola novas ation.pdf [5 March, 2002]. schools: a follow-up survey’, The oportunidades e novos desafios.’ In: EVANS, J. and BENEFIELD, P. NASEN Journal of Research in SEN, RODRIGUES, D. (Ed) Educação e (2001). ‘Systematic reviews of 1, 3 [online]. Available: Diferença: Valores e Práticas para educational research: does the http://www.nasen.uk.com/ejournal/ Uma Educação Inclusiva (Calecção medical model fit?’ British 000046.php [10 January, 2002]. Educação Especial 7). Porto, Educational Research Journal, 27, 5, Portugal: Porto Editora. FOSKETT, N. and HEMSLEY- 527–41. BROWN, J. (2001). Choosing HEGARTY, S. (2002). ‘Inclusive EVANS, J., CASTLE, F., Futures: Young People’s Decision- education in the 21st century.’ In: BARRACLOUGH, S. and JONES, G. Making in Education, Training and BALOGH, E. and KOZMA, I. (Eds) (2001). Making a Difference: Early Careers Markets. London: Conductive Education (Occasional Interventions for Children with Autistic RoutledgeFalmer. Papers 8: Proceedings of the 4th Spectrum Disorders (LGA Research World Congress on Conductive Report 22). Slough: NFER. Education, Queen Mary and REENE, K., LEE, B., SPRINGALL, Westfield College, London, 13 EVANS, J., CASTLE, F. and CULLEN, E. and BEMROSE, R. (2002). September). Budapest: International M.A. (2001). Fair Funding? LEA G Administrative Support Staff in Peto Institute. Policies and Methods for Funding Schools: Ways Forward (DfES Additional and Special Needs – and HOWARD, L., KISPAL, A. and Research Report 331). London: Schools’ Responses (LGA Research HAGUES, N. (2001). Progress in DfES. Report 27). Slough: NFER. English 5–14. Windsor: NFER-NELSON. EVANS, J., CASTLE, F. and CULLEN, HUTCHISON, D. and HEALY, M. M.A. (2001). Fair Funding? LEA ARLAND, J. (2002). Northern (2002). ‘The effect on variance Policies and Methods for Funding HIreland Curriculum Cohort Study: components of omitting a level in Additional and Special Needs – and Key Stage 3 Phase (Research multilevel modelling’, Multilevel Schools’ Responses (Research Summary) [online]. Available: Modelling Newsletter, 13, 2, 4–5. Summary) [ online]. Available: http://www.nfer.ac.uk/htmldocs/Outcome HUTCHISON, D., MORRISON, J. and http://www.nfer.ac.uk/research/outcome _NCS.doc [14 June, 2002]. FELGATE, R. (2001). ‘Bootstrapping _popup.asp?theID=FMO [14 June, HARLAND, J. and LORD, P. (2002). the effect of measurement errors in 2002]. ‘‘Research into arts and cultural variables on regression results.’ In: education policy and practice.’ In: AMERICAN STATISTICAL VAN DIJK, G. and VAN ZUIJLEN, J. ASSOCIATION Proceedings of the ISHER, D. (2001). Lost and (Eds) A Must or a Muse – Section on Survey Research Found: Effective Reintegration F Conference Results: Arts and Culture Methods. Alexandria, VA: American Programmes for Excluded Pupils in Education. Policy and Practice in Statistical Society. (EMIE Report No.61). Slough: NFER, Europe. Proceedings of the EMIE. Conference in Rotterdam, 26-29 FLETCHER-CAMPBELL, F. (2001). September 2001. Utrecht: RELAND, E., GOLDEN, S. and ‘Current educational initiatives: what Cultuurnetwerk Nederland. ISPIELHOFER, T. (2002). value have they for children in care.’ Professional Development: a Review HARLAND, J. and MOOR, H. (2001). In: JACKSON, S. (Ed) Nobody Ever of Teachers’ Placements in Business ‘Experiencing the curriculum: the Told Us School Mattered. London: and Industry (plus Bibliography) learner’s perspective. An overview of British Agency for Adoption & [online]. Available: the findings from the Northern Fostering. http://www.nfer.ac.uk/research/down Ireland curriculum cohort study: key _pub.asp [14 June, 2002]. FLETCHER-CAMPBELL, F. (2001). stage 3 phase.’ Paper presented at ‘Issues of exclusion: evidence from the British Educational Research IRELAND, E., GOLDEN, S. and three recent research studies’, Association Annual Conference, SPIELHOFER, T. (2002). A Review of Emotional and Behavioural Leeds University, Leeds, 13-15 the Use and Impact of Teacher Difficulties, 6, 2, 65–85. September [online]. Available: Placements in Industry (Research http://www.nfer.ac.uk/research/confer Summary) [online]. Available: ence_list.asp [14 June, 2002]. http://www.nfer.ac.uk/research/project _sumtemp.asp?theID=TPI [10 April, 2002].
Page 27 NFER 56th Annual Report
LE METAIS, J. (2001). ‘Public-private ACKSON, A., KUTNICK, P. and partnerships in education: England.’ acBEATH, J., KIRWAN, T., KINGTON, A. (2001). ‘Principles J In: NIER and UNESCO-APEID MMYERS, K., McCALL, J., and practical grouping for the use of International Seminar on SMITH, I. and McKAY, E. with SHARP, drill and practice programs’, Journal Partnerships in Educational C., BHABRA, S., WEINDLING, D. and of Computer Assisted Learning, 17, Expansion and Diversification: with POCKLINGTON, K. (2001). The 2, 130–41. Particular References to Secondary Impact of Study Support: a Report of a Longitudinal Study into the Impact JAMISON, J. (2001). ‘Pupils’ Education. Tokyo: National Institute of Participation in Out-of-School- knowledge and understanding of for Education Policy Research Hours Learning on the Academic food hygiene’, TOPIC, Issue 26, item [online]. Available: Attainment, Attitudes and School 10. http://www.nfer.ac.uk/research/papers /2001japanUNESCOPublicprivatepart Attendance of Secondary School JAMISON, J. (2001). ‘Secondary nerships.doc [11 December, 2001]. Students (DfES Research Report school pupils’ views of health 273). London: DfES. education within PSHE’, TOPIC, Issue LE METAIS, J. and SIMS, D. with MacBEATH, J., KIRWAN, T., MYERS, 25, Item 4. STRATH, I. and GOLDEN, S. (1998). Strategic Market Research: a Study K., SMITH, I., McCALL, J. and of Overseas Services. London: British McKAY, E. with SHARP, C., BHABRA, S., POCKLINGTON, K. and ENDALL, L. and KINGTON, A. Training International [online]. WEINDLING, D. (2001). The Impact (2001). Music Education Available: K of Study Support: a Study into the (Annual Survey of Trends in http://www.nfer.ac.uk/research/down_ Effects of Participation in Out of Education. Follow-up Email Survey – pub.asp [20 November, 2001]. School Hours Learning on the 2). Slough: NFER. LEE, B. (2001). ‘OFSTED inspections Academic Attainment, Attitudes and KENDALL, L. and KINGTON, A. and the impact of special measures’, Attendance of Secondary School (2001). Teacher Recruitment and Education Review, 14, 2, 68–73. Students (DfES Research Brief 273). London: DfES. Retention (Annual Survey of Trends LEE, B. (2001). ‘Teachers spell out in Education. Follow-up Email Survey what they want from professional MASON, K. (2001). Supporting – 1). Slough: NFER. development’, Employing People in Students Applying to Higher KENDALL, L., MORRIS, M. and Schools, 8, 4, 9–10 Education: an Interim Report [online]. Available: STONEY, S. (2002). Overall Impact of LEE, B. and EDMONDS, S. (2001). http://www.suttontrust.com [10 Excellence in Cities Preliminary Continuing Professional December, 2001]. Findings [online]. Available: Development: LEA and School http://www.nfer.ac.uk/research/down_ Support for Teachers (Research McDONALD, A. (2001). ‘Does pub.asp [14 June, 2002]. Summary). Slough: NFER. psychometric testing offer a solution to university selection?’ Assessment KENDALL, S. and WHITE, R. (2002). LEE, B., GREENE, K., SPRINGALL, E. Matters, 14, 22–4. ‘Working out well: effective provision and BEMROSE, R. (2002). for excluded pupils’, TOPIC, Issue 27, Administrative Support Staff in McDONALD, A.S. (2001). Quality of Item 1. Schools: Ways Forward (DfES Working Life. Windsor: NFER- KINGTON, A. and KENDALL, L. Research Brief 331). London: DfES. NELSON. (2001). Information and LINES, A. (2001). ‘Support for adult MORRIS, M., RICKINSON, M. and Communications Technology (ICT) in returners: a cross-national research DAVIES, D. (2001). The Delivery of the Primary School (Annual Survey of and development project’, College Careers Education and Guidance in Trends in Education, Digest No.11). Research, 4, 3, 40–1. Schools (DfES Research Brief 296). Slough: NFER. London: DfES. LORD, P. and HARLAND, J. (2001). Pupils’ Experiences and Perspectives MORRIS, M., RICKINSON, M. and E METAIS, J. (2001). ‘How does of the National Curriculum: Updating DAVIES, D. (2001). The Delivery of Lyour garden grow? Adapting the Research Review (Research Careers Education and Guidance in overseas education policies for home Report [online]. Available: Schools (DfES Research Report use.’ Paper presented at the http://www.qca.org.uk/rs/rer/pupils_ 296). London: DfES. European Conference on Educational perspectives.asp [22 August, 2001]. MORTON, R., SHARP, C., LEE, B. and Research, Universite Charles de HOLDAWAY, D. (2001). The Impact Gaulle, Lille, France, 7 September of Local Government Modernisation [online]. Available: on Education Decision-Making http://www.nfer.ac.uk/research/Confer (Research Summary) [online]. ence-list.asp [21 June, 2002]. Available: http://www.research/outcome_popup. asp?theID=ILG [14 June, 2002].
Page 28 NFER 56th Annual Report
O’DONNELL, S. and RUDD, P. and DAVIES, D. (2002). A ELSON, J., BLENKINSOP, S. and MICKLETHWAITE, C. (2001). Arts Revolution in the Use of Data? The NKERR, D. (2001). Citizenship and Creativity in Education: an LEA Role in Data Collection, Analysis and Basic/Key Skills Programme for International Perspective [online]. and Use and Its Impact on Pupil Use in Young Offenders’ Institutions Available: http://www.inca.org.uk [26 Performance (Executive Summary) (Research Summary) [online]. July, 2001]. [online]. Available: Available: http://www.nfer.ac.uk/research/project http://www.nfer.ac.uk/research/outco _sumtemp.asp?theID=SDU [22 me_popup.asp?theID=CYO [14 ICKINSON, M. (2001). ‘Learners February, 2002]. June, 2002]. and learning in environmental R RUDD, P. and DAVIES, D. (2002). A education: a critical review of the NELSON, J., MORRIS, M., Revolution in the Use of Data? The evidence’, Environmental Education RICKINSON, M., BLENKINSOP, S. LEA Role in Data Collection, Analysis Research, 7, 3, 207–320. and SPIELHOFER, T. (2001). and Use and Its Impact on Pupil Disapplying National Curriculum RICKINSON, M. (2001). ‘Making Performance (LGA Research Report Subjects to Facilitate Extended Work- sense of environmental educational 29). Slough: NFER. related Learning at Key Stage 4: an research as an evidence base.’ Evaluation (DfES Research Brief RUDD, P., DAVIES, D., JAMISON, J., Paper presented at the American 293). London: DfES. RICKINSON, M. and JOHNSON, R. Educational Research Association (2001). Beacon Schools: Further Annual Conference, Seattle, 13 April NELSON, J., MORRIS, M., External Evaluation of the Initiative. [online]. Available: RICKINSON, M., BLENKINSOP, S. Final Report [online]. Available: http://www.nfer.ac.uk/research/conferen and SPIELHOFER, T. (2001). http://www.nfer.ac.uk.summary/sfb ce_list.asp [21 June, 2002]. Disapplying National Curriculum [28 June, 2001]. Subjects to Facilitate Extended Work- RICKINSON, M. (2002). related Learning at Key Stage 4: an RUDD, P., DAVIES, D., JAMISON, J., ‘Environmental education: recent Evaluation (DfES Research Report RICKINSON, M. and JOHNSON, R. research on learners and learning’, 293). London: DfES. (2001). Beacon Schools: Further TOPIC, Issue 27, Item 10. External Evaluation of the Initiative NEWTON, P., ADAMS, E., SEWELL, J. RICKINSON, M. and RUDD, P. (Research Summary) [online]. and WHETTON, C. (2002). An (2001). ‘The successes of Beacon Available: Evaluation of the Year 7 Progress partnerships’, Education Journal, 57, http://www.nfer.ac.uk.summary/cfc Tests and Years 7 and 8 Optional 30–2. [28 June, 2001]. Tests in English and Maths. Full Report [online]. Available: RUDD, P. (2001). ‘Beacon schools http://www.qca.org.uk/pdf.asp?/ca/tests/ evaluation.’ Paper presented at the AINSBURY, M. (2001). ‘Test optional/78_nfer_eval_report.pdf [25 NFER Council of Members Meeting, development research: a short January, 2002]. One Great George Street Conference S guide’, TOPIC, Issue 25, Item 9. Centre, London, 19 October [online]. NEWTON, P., ADAMS, E., SEWELL, J. Available: SCANLON, M. (2001). ‘The impact and WHETTON, C. (2002). http://www.nfer.ac.uk/research/papers of OFSTED inspections: the Evaluation of the Year 7 Progress /PR.doc [13 October, 2001]. experience of special measures Tests and Years 7 and 8 Optional schools’, TOPIC, Issue 25, Item 6. Tests in English and Maths RUDD, P. (2001). ‘School (Research Summary) [online]. improvement through ICT: the case SCHAGEN, I. (2001). ‘Attitudes to Available: of England.’ Paper presented at the citizenship in England: multilevel http://www.nfer.ac.uk/research/outcome CIDREE Seminar ‘The Use of ICT in statistical analysis of the IEA civics _popup.asp?theID=OTE [14 June, Supporting Effective Teaching and data.’ Paper presented at the British 2002]. Learning’, Scottish Education and Educational Research Association Teaching Technology Show, SECC, Annual Conference, Leeds University, Glasgow, 20 September [online]. Leeds, 13–15 September [online]. ’DONNELL, S. (2001). Available: Available: OCurriculum Review: an http://www.nfer.ac.uk//conferences/ http://www.nfer.ac.uk/conferences/iec International Perspective (Thematic CIDREEPaper.doc [9 October, 2001]. 1.htm [9 October, 2001]. Probe) [online]. Available: RUDD, P. (2002). ‘Pointing the way?’ SCHAGEN, I., KENDALL, L. and http://www.inca.org.uk/thematic2.asp Professional Development Today, 5, SHARP, C. (2001). ‘Measuring the [27 June, 2001]. 1, 57–62. success of "Playing for Success".’ O’DONNELL, S. (2001). Thematic Paper presented at the British RUDD, P. (2002). ‘School Probe: Early Years Education Educational Research Association improvement through information [online]. Available: Annual Conference, Leeds University, and communications technology: http://www.inca.org.uk [12 Leeds, 13–15 September [online]. limitations and possibilities’, Teacher December, 2001]. Available: Development, 5, 2, 211–23. http://www.nfer.ac.uk/conferences/pff RUDD, P. and DAVIES, D. (2001). 27.htm [9 October, 2001]. ‘Evaluating school self-evaluation’, TOPIC, Issue 26, Item 1.
Page 29 NFER 56th Annual Report
SCHAGEN, I. and SCHAGEN, S. SHARP, C., KEYS, W., BENEFIELD, P., SPRINGALL, E. (2002). ‘Thinking of (2002). ‘A fair comparison: selective FLANNAGAN, N., SUKHNANDAN, L., university research? Think again’, v. comprehensive education’, MASON, K., HAWKER, J., KIMBER, BSA Network, 81, 1–4. Education Journal, 60, 26–7. J., KENDALL, L. and HUTCHISON, D. STONEY, S. (2002). ‘Going (2001). Recent Research on SCHAGEN, S., DAVIES, D., RUDD, P. international: portrait of NFER, Homework: an Annotated and SCHAGEN, I. (2002). The England’, CIDREE Brief, 28, 7–8. Bibliography [online]. Available: Impact of Specialist and Faith http://www.nfer.ac.uk/homeworkRES/ SUKHNANDAN, L., LEE, B. and Schools on Performance (Executive index.htm [29 June, 2001]. KELLEHER, S. (2000). An Summary) [online]. Available: Investigation into Gender Differences http://www.nfer.ac.uk/research/project SHARP, C., POCKLINGTON, K. and in Achievement. Phase 2: School _sumtemp.asp?theID=ISP [11 WEINDLING , D. (2002). ‘Study and Classroom Strategies (Research February, 2002]. support and the development of the of the Month) [online]. Available: self-regulated learner’, Educational SCHAGEN, S., DAVIES, D., RUDD, P. http://www.gtce.org.uk/research/gender Research, 44, 1, 29–41. and SCHAGEN, I. (2002). The home.asp [11 March, 2002]. Impact of Specialist and Faith SIMS, D. (2002). ‘Mentoring young Schools on Performance (LGA people: benefits and considerations’, Research Report 28). Slough: NFER. TOPIC, Issue 27, Item 6. URY, W. and MORTON, R. (2002). ‘Closer links with NFER’, NAEIAC SCHAGEN, S. and SCHAGEN, I. SIMS, D., GOLDEN, S., AISTON, S. T Information Bulletin, 01/02, 15–16. (2001). The Impact of the Structure and ANDREWS, R. (2001). Re- of Secondary Education in Slough: examining the Issues of Final Report. Slough: NFER. Accreditation, Progression and Entry EINDLING, D., POCKLINGTON, Points into the Construction Industry SCHAGEN, S. and SCHAGEN, I. K., BHABRA, S. and SHARP, C. for Students in the 10–14 Age W (2001). The Impact of the Structure (2001). Study Support in Action: 12 Range (Research Summary) [online]. of Secondary Education in Slough: Case Studies Undertaken for ‘The Available: Final Report (Research Summary) Impact of Study Support’ [online]. http://www.nfer.ac.uk/summary/cis.htm [online]. Available: Available: [13 September, 2001]. http://www.nfer.ac.uk/resesarch/down http://www.qiss.org.uk/research/case _pub.asp [1 February, 2002]. SIMS, D., NELSON, J., GOLDEN S. studies/casestudies.htm [29 August, and SPIELHOFER, T. (2001). Young 2001]. SCHAGEN, S. and SCHAGEN, I. People’s Experiences of the Learning (2002). ‘What kind of school is WILKIN, A. and HARLAND, J. (2002). Gateway (DfES Research Brief 277). best?’ NFER News, Spring, 10–11. ‘How schools use their non-contact London: DfES. days’, TOPIC, Issue 27, Item 7. SHARP, C. (2001). ‘What does SIMS, D., NELSON, J., GOLDEN S. research have to say about WRAY, M. and FLETCHER-CAMPBELL, and SPIELHOFER, T. (2001). Young homework?’ Education Journal, 56, F. (2001). Local Authorities’ Provision People’s Experiences of the Learning 28–9. for Children with Autistic Spectrum Gateway (DfES Research Report Disorders: Some Case Studies (LGA SHARP, C. (2002). ‘Should schools 277). London: DfES. Educational Research Programme). set homework?’ TOPIC, Issue 27, SPIELHOFER, T. (2001). ‘Writing Slough: NFER. Item 2. stories, telling tales: National SHARP, C., KENDALL, L., BHABRA, Vocational Qualification (NVQ) S., SCHAGEN, I. and DUFF, J. candidates’ experiences of NVQs’, (2001). Playing for Success: an Journal of Vocational Education and Evaluation of the Second Year (DfES Training, 53, 4, 629–45. Research Brief 291). London: DfES. SPIELHOFER, T., O’DONNELL, L., SHARP, C., KENDALL, L., BHABRA, SIMS, D., GOLDEN, S. and AISTON, S., SCHAGEN, I. and DUFF, J. S. (2001). Evaluation of the (2001). Playing for Success: an Neighbourhood Support Fund – Evaluation of the Second Year (DfES Stage 2. Emerging Findings Research Report 291). London: (Research Brief RBX23-01). London: DfES. DfES. SHARP, C., KEYS, W. and SPIELHOFER, T. and RUDD, P. BENEFIELD, P. (2001). Homework: a (2002). Evaluation of the E- Review of Recent Research. Slough: Skills4Industry Project: Interim Report NFER. [online]. Available: http://www.e-skills4industry.org/eskills /main/reqpage.asp?pagekey=139 [12 March, 2002].
Page 30 NFER 56th Annual Report
Officers of the NFER and Members of the Board of Trustees
AS AT 31 MARCH 2002
President National Association of Head Teachers Sir Brian Fender, CMG Mr A.G. De Caux
National Association of Schoolmasters Union of BOARD OF TRUSTEES Women Teachers Mrs O.E. Gunn Vice Presidents
Miss J.E.L. Baird, OBE, MA, FEIS National Union of Teachers Sir Edward Britton, CBE, MA, DEd, FCP, Hon FEIS Mr J.C. Bangs, BA, BEd
Chairman Secondary Heads Association Mrs N. Harrison, CBE, FCP Mrs M.M. Elms, JP, FRSA
Society of Education Officers Honorary Treasurer Mrs C.A. Whatford Mr R.D.C. Bunker, MA Nominated and Appointed Member under Article 36(c) Mr D.A.L. Whitbread, MA Nominated and Appointed Members under Article 36(b)
Local Government Association Cllr M.C. Grimston Cllr D.J. Wilcox Mr R.A. Wilkins (until 19 October 2001)
Association of Teachers and Lecturers Mrs J. Bangs, BSc (until 19 October 2001) Ms G.M. Evans (from 19 October 2001)
Page 31 NFER 56th Annual Report Staff of the Foundation
AS AT 31 MARCH 2002
DIRECTOR Seamus Hegarty, BSc, HDip in Ed, PhD
Secretary to the Director Personnel Jane Lever PERSONNEL MANAGER: Stephanie Cornell, MIPD, MBA, ACEL Committee Clerk Jennie Campion
Laura Davis Linda Kane
DEPARTMENT OF ASSESSMENT AND MEASUREMENT HEAD: Chris Whetton, BSc, PGCE, MSc
DEPUTIES: Graham Ruddock, BEd, PhD Alissa Cooper, BSc, PGCE Marian Sainsbury, Cert Ed, Hilary Cox, Cert Ed, BA, Cert Prof Dev, MA (Ed) BA, MA (Ed), PhD Hannah Crawford, BSc Brenda Cunnane, BA Departmental Administrator Siôn Evans, Cert Ed, BSc, MEd, PhD Margaret Parfitt Hazel Griffin, BSc, PGCE
Secretaries Neil Hagues, BSc, MA, MSc Pat Bhullar Clare Hodgson, BA (QTS) Jackie Hill Donna Huddy, BA Mohinder Rattu Emily Jones, BSc, PGCE, ALCM Gareth Jones, BA, PGCE DTP Supervisor Catherine Kirkup, BSc, MSc Nicolle Thomas Anne Kispal, BA, MA Sarah McNaughton, BA, PGCE, MA DTP Technicians Joanne Morris, BA, PGCE Jonathan Greenwood, MA, BSc Paul Newton, BSc, PhD Nicola Karn Nicola Page, BSc, MSc Melanie Laws Catharine Parkes, BSc, Dip Ed, MA (Ed) Sue Webb Margaret Reed, BSc, PGCE, MA (Ed) Ewan Adams, MA, MSc Ruth Salisbury, BSc Angela Beesley, BSc Julie Sewell, BA, Cert Ed, MA Andrew Boyle, LLB, MA, Dip TEO Juliet Sizmur, MA Jennifer Bradshaw, BA, PGCE, MA, PhD Linda Sturman, BA, PGCE, MA Frances Brill, BA, PGCE, MA, PhD Liz Twist, BA, PGCE, MA (Ed) Bethan Burge, BSc, MSc Hanna Vappula, BSc Tandi Clausen-May, BA, BSc, PGCE, Adv Dip Ed, Carolyn Wong, BSc MPhil, PhD Carol Wylde, BSc, PGCE
Page 32 NFER 56th Annual Report
DEPARTMENT OF PROFESSIONAL AND CURRICULUM STUDIES HEAD: Judy Bradley, BA, MA, DPhil
DEPUTY: Lesley Kendall, BSc, MSc Northern Office HEAD: John Harland, BA, Cert Ed, DPhil
Secretaries Departmental Administrator Sue Medd Pauline Pearce Hilary McElderry Sally Wilson Secretaries Mary Ashworth, BA, PGCE, MA, MA Alison Bannerman Mary Atkinson, BSc, PGCE, MEd Effie Sudell Paul Doherty, BA, PhD Karin Durbin Dick Downing, LLB, PGCE, MA Charlotte Fletcher-Morgan, BA, MA Tamsin Archer, BSc Karen Halsey, BSc, PG Dip Jennifer Blackmore, BA, PG Dip Museum Studies, PGCE Fiona Johnson, BA, BSc, PhD Frances Castle, Teachers’ Cert, Advanced Dip in Satpal Kaur, BA, MA Education, MPhil Sally Kendall, BCom, MA, PhD Mark Cunningham, BSc, MSc Kay Kinder, BA, PGCE, Adv Dip Pr Ed, Adv Dip Claire Easton, BSc Drama in Ed Suzanne Edmonds, BSc, MSc Pippa Lord, BA, MA Felicity Fletcher-Campbell, BA, MA, MSc, PGCE, Helen Moor, BA, MA ARCM, PhD Alison Stott, BA Katy Greene, BA, MSc Richard White, BA, MA, PhD Melanie Hall, BA Anne Wilkin, BA, MSc Sue Harris, Cert Education, BEd, Dip Teaching Education Management Information Primary Science, Dip IT, PhD Exchange (EMIE) Jane Hemsley-Brown, Teachers’ Cert, BEd, HEAD: Valerie Gee, BA Advanced Dip Educational Studies, MA, PhD Andrew Hobson, BA, MA, PGCE, MEd, PhD DEPUTY: Jeff Griffiths, BA, Dip Ed Admin Elizabeth Kenyon, BA, PhD, PG Cert Learning and Teaching in HE Alison Kington, BEd, PhD Technical Assistant Sarah Knight, BA, PG Cert in Social Science Alison Riley Research Methods Secretary Rosalind Morton BA, MA, PGCE, MPhil Ann Morgan David Pye, BA, Cert Ed. MA (Ed), SEDA III Administration Caroline Sharp, BSc Molly Baker Paula Smith, BA, MSc Joyce Quennell Ellen Springall, BA, PGCE, MSc Rebekah Wilson, BA, MA Richard Downing, BA, MSc, FCLIP Sarah Gregory, BA, MA Jo Richards, BSc, BA, PGCE Jacqui Thaw, BA, MSc (Econ) Sue Woolmer, BA, PG Dip Lib
Page 33 NFER 56th Annual Report
DEPARTMENT OF EVALUATION AND POLICY STUDIES HEAD: Sheila Stoney, BSc, PhD, FRSA
DEPUTY: David Sims, BSc, MSoc Sc, MPhil International Project Development HEAD: Joanna Le Métais, BEd, MA, PhD, FIL, FRSA, DEd (Hon)
Departmental Administrator Jill Ware
Welsh Unit Secretaries HEAD: Robat Powell, BA, MEd, Dip Ed Vivien Cannon Maureen Greenaway HEAD OF RESEARCH & EVALUATION Julia Rose (WALES): Robert Smith, BA, PhD, PGCE Sarah Aiston, BA, MA, PhD Secretaries Sarah Blenkinsop, BSc Linda Gimblett Louise Dartnall, BSc Lowri Randall Deborah Davies, BA, MA Sarah Golden, BA, MPhil Jane Nicholas, BA, PGCE Eleanor Ireland, BA, PG Dip Geog. Tom Levesley, BEd, MSc EURYDICE Anne Lines, BA, BSc, MSc HEADS: Gillian Holt, BA, PG Dip Lib Inf Man Sue McMeeking, BEd, PhD Jennifer Loose, BA, PGCE, Marian Morris, MA, PGCE PG Dip Lib Inf Julie Nelson, BA, PhD Lisa O’Donnell, BSc Secretary Mark Rickinson, BSc, MA, PGCE, DPhil Kim Halliday Peter Rudd, BA, PGCE, MA, PhD Catherine Andrews, BA, MSc Sandie Schagen, BD, PhD, PGCE Sigrid Boyd, BA Thomas Spielhofer, BA, PGCE, MSc, DPhil Amanda Harper, HND, BSc Monica Taylor, BA, PhD Sharon O’Donnell, BSc Claire Sargent, MA, MSc
Page 34 NFER 56th Annual Report
RESEARCH OPERATIONS HEAD: Anne Milne, BSc
Departmental Secretary Database Production Group Allison O’Hare HEAD OF DATABASE PRODUCTION GROUP: John Hanson, BA, MSc
Secretary Joy Fullilove Jas Athwal Debbie Banks Research Data Services Sandra Biggs HEAD Of RESEARCH DATA SERVICES: Michaela Elderfield Maria Charles, BSc, PGCE, PG Dip Applied Research Methods Humaria Ishaq, BSc Nigel Kentleton, Cert Ed, Bed Shirley Mathurin Mark Bailey, BA Belinda MacDonald Inderjit Bains Barbara Munkley Keren Beddow, BA Janet Winter Martin Bennett, BSc, PG Cert Applied Statistics Vani Cardozo Print Shop Phil Coaker PRINT SHOP MANAGER: Joan Howell Laura Cornell, BSc Catherine Cox, BA, PG Dip Personnel & Development Janet Day Eunice Hackett Balbir Gill Maria McGarvey Brenda Harvey Roger Smith Naila Hassan Nicholas Ward, BA David Hereward, BA, MA Brian Wood Nicola Keogh Barbara Lyddiatt, BEd Alison Marsh, BA Geraldine Osborne Carol Palmer Frances Reed, BSc, MPhil, MRTPI Helen Selden, BSc Maria Thomas, BEd, MSc Janice Walker, Cert Ed Christine Webster, Cert in Social Work, Dip Health Ed Anna Westbrook Andrea Williams
Page 35 NFER 56th Annual Report
IT Service Statistics Research & Analysis Group IT MANAGER: Ray Titcombe HEAD OF GROUP: Ian Schagen, BA, MSc, PhD
DEPUTY: Simon Rutt, BA, MSc
CHIEF STATISTICIAN: Dougal Hutchison, Sanjay Amruce, BSc BSc, MSc, PhD Andrew Ashman, BSc, PhD Funmi Fasipe, BSc, PG Dip in Comp Science, MSc Secretary Sue Harfletté, BSc Sally Green Revinder Pang, BSc Tom Benton, BSc, PhD John Skinner, BC Claire Dighton BSc, Grad Stat Chris Talbot, BSc, MSc Rachel Dingle, BSc, MSc, Grad Stat Jonathan Wong, BSc, MSc Peter Emery, BSc Paula Hammond, BSc, Grad Stat Joanne Kaye, BSc, Grad Stat Jo Morrison, BSc, MSc, CStat Emma-Patrica Scott, BSc Tilaye Yeshanew, BSc, PG Dip Medical Statistic
COMMUNICATIONS, MARKETING AND INFORMATION SERVICES HEAD OF SERVICE: Wendy Tury, BA, Dip in Marketing
Service Administrator Library and Information Services June Young, BA, Dip European HEAD: Janet May-Bowles, BA, MCLIP, Humanities TED, Teacher’s Dip (Lib) DEPUTY: Pauline Benefield, BA, MCLIP
Mary Hargreaves, BSc, PGCE Hilary Grayson, BA, PG Dip.Lib, MCLIP Val Hincks, DMS Geraldine Grounds, MA, PG Dip Lib Inf, MCLIP Rose James Lynne Harris Mandy McKenzie Alison Jones George Tsverik, BSc, PG Dip Economics and Tina Lewis Statistics Chris Taylor David Upton, BA Eleanor Stephens, C and G Library Assistant’s Cert Sara Whittaker, BA, MA, MCLIP Alice Yorke
Page 36 NFER 56th Annual Report
ADMINISTRATION SERVICES HEAD OF FINANCE AND ADMINISTRATION: Adrian Clark, MA, FCMA, DMS, CEng, MIM
DEPUTY: Beryl Sanders-Jones, BSc, ACIS
Secretaries Sue Edmunds, MISM Avril Sutton
Gillian Angell Mark Hitchings Wendy Angell David Holloway Alan Bowles Stella Hughes Simone Clark Carl Long Colin Fellows Vivien Richards, BA, DMS, MBIFM, NEBOSH Cert Christine Finch Ryan Smith Keith Hickman Barbara Williams
Page 37 NFER 56th Annual Report
Members of the Foundation
AS AT 31 MARCH 2002
The Local Education Authorities in England Other Educational Bodies and Wales Assessment and Qualifications Alliance Association for Science Education LEA Associations and Committees Association of Educational Psychologists Local Government Association Centre for Information on Language Teaching Welsh Joint Education Committee Edexcel Foundation Learning and Skills Development Agency National Associations of Teachers National Association of Educational Inspectors, Association of Teachers and Lecturers Advisers and Consultants National Association of Head Teachers OCR National Association of Schoolmasters Union of Qualifications and Curriculum Authority Women Teachers Service Children’s Education (UK) National Union of Teachers Society of Education Officers Secondary Heads Association University of Cambridge Local Examinations Syndicate
Universities, University Institutions and Affiliates Individual Members Dr R. Ann Abel, MA Brighton, Brunel, Cambridge, University College Miss A.E. Adams, MA Chester, De Montfort, Greenwich, University of Hull J.A. Barnes, CBE, MA, MEd, BSc, FCP, CIPD, Hon Scarborough Campus, Keele, Leicester, Liverpool, FCGI London Institute of Education, Manchester, Oxford, Sir Edward Britton, CBE, MA, DEd, FCP, Hon FEIS Oxford Brookes, Reading, St Martin's College, Mrs V.M. Glauert, BA, FRAD Trinity College, University of Wales College J.W. Mansell, MEd, CEng, FIEE, MIMechE Newport, York Dr Joyce M. Morris, OBE, FBPsS Prof. M. Skilbeck, MA, PhD Colleges of Further and Higher Education Prof. W.D. Wall, PhD, DLit, FBPsS, CPsychol Bishop Grosseteste, Bolton, St Mark and St John, Prof. J.Wrigley, CBE, BSc, MEd, PhD, FBPsS Stranmillis, Walsall A.Yates, CBE, MA, MEd, FBPsS, FCP
General British Council
Page 38 Photographs from: S. & R. Greenhill; www.JohnBirdsall.co.uk; Lancashire Youth Association; Val Hincks