History education in comprehensive schools: using school level data to interpret national patterns
Harris, R., Burn, K. and Downey, C. (2012) History education in comprehensive schools: using school level data to interpret national patterns. Oxford Review of Education, 38 (4). pp. 413-436. ISSN 0305-4985
Full text not archived in this repository.
To link to this article DOI: 10.1080/03054985.2012.707614
This paper reports the findings from two large scale national on-line surveys carried out in 2009 and 2010, which explored the state of history teaching in English secondary schools. Large variation in provision was identified within comprehensive schools in response to national policy decisions and initiatives. Using the data from the surveys and school level data that is publicly available, this study examines situated factors, particularly the nature of the school intake, the numbers of pupils with special educational needs and the socio-economic status of the area surrounding the school, and the impact these have on the provision of history education. The findings show that there is a growing divide between those students that have access to the ‘powerful knowledge’, provided by subjects like history, and those that do not.
Adey, K. and Biddulph, M. (2001) The influence of pupil perceptions on subject choice at 14+ in geography and history, Educational Studies, 27 (4), 439-47. Ball, S., Maguire, M., Braun, A., Hoskins, K. and Perryman, J. (2011) How schools do policy: policy enactments in the secondary school, ESRC dissemination seminar 21 March. Ball, S., Maguire, M., Hoskins, K. and Braun, A. (forthcoming) Policy Subjects and Policy Actors in schools: some necessary but insufficient analyses, Discourse. Barton, K. and Levstik, L. (2004) Teaching History for the Common Good (Mahwah, NJ, Lawrence Erlbaum Associates Publishers). BBC (2011) Gove stresses 'facts' in school curriculum revamp. Available at http://www.bbc.co.uk/news/education-12227491 (accessed 3 May, 2011). Biddulph, M. and Adey, K. (2003) Perceptions v. reality: students’ experiences of learning in history and geography at Key Stage 4, The Curriculum Journal, 14 (3), 292-303. Boudieu, P. (1986) The Forms of Capital in: J.E. Richardson (Ed) Handbook of Theory of Research for the Sociology of Education (Santa Barbara, CA, Greenwood Press) Braun, A. Maguire, M. and Ball, S.J (2010) Policy enactments in the UK secondary school: examining policy, practice and school positioning, Journal of Education Policy, 25 (4), 547-560. Ball, S., Maguire, M., Hoskins, K. and Braun, A. (forthcoming) ‘Policy Subjects and Policy Actors in schools: some necessary but insufficient analyses’, Discourse. Burn, K. and Harris, R. (2009) Findings from the Historical Association survey of secondary history teachers. Available online at http://www.history.org.uk/news/news_415.html (accessed 21 February, 2011). Burn, K. and Harris, R. (2010) Historical Association Survey of History in Schools in England 2010. Available online at http://www.history.org.uk/resources/secondary_resource_3754_8.html (accessed 21 February, 2011). Coe, R. (2008) Comparability of GCSE examinations in different subjects: an application of the Rasch mode, Oxford Review of Education 34 (5), 609-636. Counsell, C. (2011) Disciplinary knowledge for all, the secondary history curriculum and history teachers’ achievement, The Curriculum Journal (in press) Department for Education and Skills (2007) Diversity and Citizenship Curriculum Review (London, DfES) DfE (n.d. a) School and college performance tables. Available online at http://www.education.gov.uk/performancetables/ (accessed 25 November 2010). DfE (n.d. b) Education and Skills in Your Area. Available online at http://www.education.gov.uk/cgi-bin/inyourarea/idaci.pl (accessed 25 November 2010). DfE (2011a) The Importance of Teaching: Schools White Paper. Available online at http://www.education.gov.uk/b0068570/the-importance-of-teaching (accessed 21 March 2011). DfE (2011b) Statement of intent 2010 – addendum (the English Baccalaureate). Available at http://media.education.gov.uk/assets/files/pdf/s/statement%20of%20intent%202010%20addendum.pdf (accessed 13 April 2011). ETB (2005) Factors influencing Year 9 Career Choices. Available online at http://www.engineeringuk.com/viewitem.cfm?cit_id=383151 (accessed 24 March 2011). Evans, R.J. (2011) The Wonderfulness of Us (the Tory Interpretation of History), London Review of Books, 33 (6), 9-12. 17 March. Available online at http://www.lrb.co.uk/v33/n06/richard-j-evans/the-wonderfulness-of-us (accessed 18 March 2011). Great Britain. Academies Act (2010) (London, The Stationery Office). Grever, M. and Stuurman, S. (2007) Beyond the Canon: history for the twenty first century (Basingstoke, Palgrave Macmillan). Harris, R. and Burn, K. (2011) Curriculum theory, curriculum policy and the problem of ill-disciplined thinking, Journal of Education Policy (in press) Harris, R. and Haydn, T. (2006) Pupils’ enjoyment of history – what lessons can teachers learn from their pupils?, The Curriculum Journal, 17 (4), 315-333. Harris, R. and Haydn, T. (2008) Children's ideas about school history and why they matter, Teaching History, 132, 40-49. Harris, R. and Haydn, T. (2009) '30% is not bad considering ...' Factors influencing pupil take-up of history post Key Stage 3: an exploratory enquiry, Teaching History, 134, 27-35. Harris, R. and Haydn, T. (2010) What happens to a subject in a ‘free market’ curriculum: a study of secondary school history in the United Kingdom, Research Papers in Education (in press). Haydn, T. and Harris, R. (2010) Pupil perspectives on the purposes and benefits of studying history in high school: a view from the UK, Journal of Curriculum Studies, 42 (2), 241-162. Hirsch, E.D. (1987) Cultural Literacy: What Every American Needs to Know (Boston, Houghton Mifflin). Hodgson, A. and Spours, K. (2006) An analytical framework for policy engagement: the contested case of 14-19 reform in England, Journal of Education Policy, 21 (6), 679-696. Maton, K. and Moore, R. (2010) Social Realism, Knowledge and the Sociology of Education (London, Continuum). McCrone,T., Morris, M. and Walker, M. (2005) Pupil Choices at Key Stage 3 - Literature Review (London, DfES). Moore, R and Young, M. (2010) Reconceptualising Knowledge and the Curriculum in the Sociology of Education, in: K. Maton and R. Moore (Eds) Social Realism, Knowledge and the Sociology of Knowledge (London, Continuum). National Audit Office (2007) The Academies Programme. Available online at http://www.nao.org.uk/publications/0607/the_academies_programme.aspx (accessed 20 May 2011) Newsonnews (2010) Michael Gove Announces Knowledge of British History to be Centre of Curriculum Review. Available at http://www.newsonnews.net/conference2010/4885-michael-gove-announces-knowledge-of-british-history-to-be-centre-of-curriculum-review.html (accessed 25 October 2010). Ofsted (2011) History for all: History in English schools 2007/10 (London, Ofsted) Osborne, K. (2003) Teaching History in Schools: a Canadian debate, Journal of Curriculum Studies, 35 (5), 585-626. Ozga, J. (2009) Governing education through data in England: from regulation to self-evaluation, Journal of Education Policy, 24 (2), 149-162. QCA (2005) Pupil perceptions of history at key stage 3. Available online at http://docs.google.com/viewer?a=v&q=cache:qTk7iWy1zkoJ:www.qcda.gov.uk/libraryAssets/media/qca-06-2335-pupil-perceptions-history.pdf+Pupil+perceptions+of+history+at+Key+Stage+3&hl=en&gl=uk&pid=bl&srcid=ADGEESh2reZ1UpAFJqRxeUCnkX5IcdVgT97wnktnoVMdqtSrSzzurvmPhuEQwe7J_tBggEsfblh1OGVegqjgkNosX57_N-XpxF6yyKXPw_c3l6RvfjcsqdZdoUnMy2VSdCDxI3lQrmmq&sig=AHIEtbQxjTTwoEVauChdhPpy3rRK8bisVQ (accessed 12 February 2011). Ofqual (2011) GCSE Subject Criteria for History, Available online at http://dera.ioe.ac.uk/12510/1/11-10-19-gcse-subject-criteria-history%5B1%5D.pdf (accessed 26 January 2012). Rogers, P. (1987) History – The past as a frame of reference, in: C. Portal (Ed) The History curriculum for teachers (Lewes, The Falmer Press). Schama, S. (2010) My vision for history in schools. Available at http://www.guardian.co.uk/education/2010/nov/09/future-history-schools (accessed 3 May, 2011). Shemilt, D. (2000) The Caliph’s coin: The currency of narrative frameworks in history teaching, in: P.N. Stearns, P. Seixas and S. Wineburg (Eds) Knowing, teaching and learning history: National and international perspectives (New York, New York University Press). Taylor, T. (2009) Howard's End: a narrative memoir of political contrivance, neoconservative ideology and the Australian history curriculum, The Curriculum Journal, 20 (4), 317-329. Taylor, T. & Guyver, R. (Eds) (2011) History Wars and the Classroom - Global Perspectives (Charlotte, NC, Information Age Publishing). Wheelehan, L. (2010) Competency-based training, powerful knowledge and the working class, in: K. Maton and R. Moore (Eds) Social Realism, Knowledge and the Sociology of Knowledge (London, Continuum). Young, M. (2008) Bringing Knowledge Back In: From social constructivism to social realism in the sociology of education. Abingdon: Routledge. Young, M. (2011) The Return to Subjects: a sociological perspective on the UK Coalition Government’s approach to the 14-19 curriculum, The Curriculum Journal (in press). Young, M. and Muller, J. (2010) Three Educational Scenarios for the Future: lessons from the sociology of knowledge, European Journal of Education, 45 (1), 11-27.
Repository Staff Only: item control page