EDUCATIONAL PARTICIPATION POST-16: A LONGITUDINAL ANALYSIS OF INTENTIONS AND OUTCOMES
EDUCATIONAL PARTICIPATION POST-16: A LONGITUDINAL ANALYSIS OF INTENTIONS AND OUTCOMES
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DOI：
10.1111/j.1467-8527.2009.00445.x
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发表时间：
2009-12-01
影响因子：
1.9
通讯作者：
Croll, Paul
中科院分区：
文献类型：
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作者：
Croll, Paul
目前旨在提高某种形式的义务教育年龄的政策举措强调了义务教育后教育参与水平的问题。在儿童参与意向方面的研究中，一个公认的弱点是缺乏纵向数据。本文利用英国家庭小组调查中的青年调查进行了纵向分析。结果表明，大多数孩子在中学生涯的早期就能表达出对未来参与的意愿，这些意愿可以很好地预测五年后的实际行为。留下的意愿比离开的意愿更加一致，大多数在16岁时离开的孩子都在某个时候表示，他们希望在16岁以后继续接受教育。与参与水平联系最紧密的是GCSE成绩。然而，性别和父母背景也有影响，即使在成绩保持不变之后，这些影响仍然存在。研究结果表明，关注儿童在学校生涯早期阶段的参与意愿是有价值的，同时也表明了目前为14-19岁年龄组改革课程和评估的努力的重要性。
The issue of levels of participation in post-compulsory education has been emphasised by the current policy initiatives to increase the age to which some form of participation is compulsory. One of the acknowledged weaknesses of research in the field of children's intentions with regard to participation is the lack of longitudinal data. This paper offers a longitudinal analysis using the Youth Survey from the British Household Panel Survey. The results show that most children can express intentions with regard to future participation very early in their secondary school careers and that these intentions are good predictors of actual behaviour five years later. Intentions to stay on are more consistent than intentions to leave and most children who finally leave at 16 have at some point said they want to remain in education post-16. The strongest association with participation levels is attainment at GCSE. However, there are also influences of gender and parental background and these remain, even after attainment is held constant. The results show the value of focusing on intentions for participation at a very early stage of children's school careers and also the importance of current attempts to reform curriculum and assessment for the 14-19 age group.