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The impact of self-fulfilling prophecy in education, and of attainment grouping on pupil self-perception, remain topics of longstanding debate, with important consequences for social in/justice. Focusing on self-confidence, this article draws on survey responses from 9,059 12-13 year olds who were tracked by subject (‘setting’). They provided survey responses when placed in ‘ability’ sets at the start of their secondary schooling, and again late the following year; enabling analysis of impact over time. After controlling for prior attainment, the gap in general self-confidence between students in the top and bottom sets for mathematics is shown to widen over time, and high set students’ self-confidence in English had also grown significantly; although there was not further widening in the cases of self-confidence in mathematics or in general self-confidence between students in the top and bottom sets for English. Implications of these findings for interventions directed at addressing educational disadvantage are discussed. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.

Background: The use of randomised controlled trials (RCTs) in education has increased significantly over the last 15 years. However, their use has also been subject to sustained and rather trenchant criticism from significant sections of the education research community. Key criticisms have included the claims that: it is not possible to undertake RCTs in education; RCTs are blunt research designs that ignore context and experience; RCTs tend to generate simplistic universal laws of ‘cause and effect’; and that they are inherently descriptive and contribute little to theory.\ud \ud Purpose: This article seeks to assess the above four criticisms of RCTs by considering the actual evidence in relation to the use of RCTs in education in practice.\ud \ud Design and methods: The article is based upon a systematic review that has sought to identify and describe all RCTs conducted in educational settings and including a focus on educational outcomes between 1980 and 2016. The search is limited to articles and reports published in English.\ud \ud Results: The systematic review found a total of 1017 unique RCTs that have been completed and reported between 1980 and 2016. Just over three quarters of these have been produced over the last 10 years, reflecting the significant increase in the use of RCTs in recent years. Overall, just over half of all RCTs identified were conducted in North America and a little under a third in Europe. The RCTs cover a wide range of educational settings and focus on an equally wide range of educational interventions and outcomes. The findings not only disprove the claim that it is not possible to do RCTs in education but also provide some supporting evidence to challenge the other three key criticisms outlined earlier.\ud \ud Conclusions: While providing evidence to counter the four criticisms outlined earlier, the article suggests that there remains significant progress to be made. The article concludes by outlining some key challenges for researchers undertaking RCTs in education.

There has been an increasing focus on social and emotional development in educational programmes in early childhood as both variables are believed to influence behavioural outcomes in the classroom. However, relationships between social and emotional development and behaviour in early childhood have rarely been explored. This article sets out to investigate the conceptualisation of these variables and their interrelationships. Structural equation models were used to assess whether differences exist between boys and girls in relation to social and emotional competences, which could affect the relative success of such programmes. This article is based on cross-sectional data collected from 749 four- to six-year-olds and their teachers. The findings generally supported the hypothesised relationships between social and emotional development variables and prosocial behaviour (including internalising behaviour) for boys and girls. However, some gender differences were noted in externalising behaviour, which teachers often consider to be most significant due to its potentially disruptive nature in the classroom.

Based on a survey of 711 children in Northern Ireland, this paper explores a range of aspects of experiences of belonging and exclusion in relation to school among three main minority ethnic groups: Irish Traveller, Chinese/Asian and European Migrant children. The study examines variations between each group and how they compare to the White settled population. The findings indicate that all three groups experience lower levels of belonging and higher levels of exclusion compared to their White, settled Northern Irish peers. The experiences of Irish Traveller children were the most negative. The article adds to the dearth of data on minority ethnic children living in mainly white regions in the UK and Ireland. It argues for the need to move beyond achievement gaps in assessing minority ethnic children's differential experiences in education and highlights the potential of belongingness as a concept for the further study of differential patterns of need and processes of inclusion.

by Patti Lather, New York, Peter Lang Publishers, 2010, 128 pp., US$ 89.95 (hardback), US$ 22.95 (paperback), ISBN 978‐1‐43‐310328‐5 (hardback), 978‐1‐43‐310329‐2 (paperback) Patti Lather has been ...

This article presents the findings of an exploratory survey of the ethnic attitudes and identities of a random sample (n=352) of three–six‐year‐old children in Northern Ireland. The survey represents one of the first of its kind to explore how young children's awareness of ethnic differences develops in contexts where ethnicity is not marked by visible, physical differences. In drawing upon the notion of an ‘ethnic habitus’, the article shows how young children from the two majority ethno‐religious groups in the region – Catholic and Protestants – are already acquiring the cultural dispositions and habits of their respective groups even though, at the earlier ages, they have little awareness or understanding of what these dispositions represent. The article shows that young children are capable of developing ethnic identities and prejudices in the absence of physical cues and discusses the implications of these findings for practice as well as for understanding the effects of racial and ethnic di...

The issue of effectiveness is (or should be) a concern for all of us involved in education. In relation to practice, for example, teachers are routinely concerned with whether they are being effect...

A ground-based sampling system named Ice-CVI is introduced that is able to extract small ice particles with sizes between 5 and 20 μ m out of mixed-phase clouds. The instrument is based on a counterflow virtual impactor (CVI) removing interstitial particles and is supplemented by additional modules that pre-segregate other constituents of mixed-phase clouds. Ice particles of 20 μ m and smaller are expected to grow only by water vapor diffusion and there is a negligible probability that they scavenge aerosol particles by impaction and riming. Thus, their residuals which are released by the Ice-CVI can be interpreted as the original ice nuclei (IN). In a first field test within the Cloud and Aerosol Characterization Experiment (CLACE-3) at the high alpine research station Jungfraujoch, the collection behavior of the single components and the complete system was evaluated under atmospheric sampling conditions. By comparing parameters measured by the Ice-CVI with corresponding results obtained from other inle...

I am grateful to the editors for providing me with the opportunity to reply to Gorard's (2006) response to my original article published earlier this year in this journal (Connolly, 2006a). The key...

This article reports on the development and systematic evaluation of an innovative early years programme aimed at encouraging young children to respect differences within a deeply divided society that is emerging out of a prolonged period of violent conflict. The programme, the Media Initiative for Children—Northern Ireland, has been the product of a partnership between a US‐based organization (the Peace Initiatives Institute) and NIPPA—The Early Years Organisation, and has been supported by academic research and the efforts of a range of voluntary and statutory organizations. It has attempted to encourage young children to value diversity and be more inclusive of those who are different from themselves through the use of short cartoons designed for and broadcast on television as well as specially prepared curricular materials for use in pre‐school settings. To date the programme has been delivered through 200 settings to approximately 3500 pre‐school children across Northern Ireland. This article describ...

This article reports the findings of a mixed‐method evaluation of a pilot educational programme undertaken with six to seven year olds in a sample of primary schools in England with the aim of increasing their awareness of and respect for diversity through theatre, workshops and related teacher‐led classroom activities. The qualitative feedback from the teachers involved was extremely positive and encouraging and an analysis of the actual impact of the pilot programme on the children’s attitudes and awareness, using an experimental design, demonstrated some positive effects. In particular, the programme was found to increase the children’s general awareness of diversity and their ability to recognize instances of exclusion. While not a planned objective of the pilot programme, the evaluation also examined whether it had any effects on the children’s attitudes to specific differences, in this particular case racial differences. Interestingly, however, no evidence was found of any change in the children’s r...

Summary statistics continue to play an important role in identifying and monitoring patterns and trends in educational inequalities between differing groups of pupils over time. However, this article argues that their uncritical use can also encourage the labelling of whole groups of pupils as ‘underachievers’ or ‘overachievers’ as the findings of group‐level data are simply applied to individual group members, a practice commonly termed the ‘ecological fallacy’. Some of the adverse consequences of this will be outlined in relation to current debates concerning gender and ethnic differences in educational attainment. It will be argued that one way of countering this uncritical use of summary statistics, and the ecological fallacy that it tends to encourage, is to make much more use of the principles and methods of what has been termed ‘exploratory data analysis’. Such an approach is illustrated through a secondary analysis of data from the Youth Cohort Study of England and Wales, focusing on gender and et...

in 1999 Stephen Gorard published an article in this journal in which he provided a trenchant critique of what he termed the ‘politician's error’ in analysing differences in educational attainment. The main consequence of this error, he argued, has been the production of misleading findings in relation to trends in educational performance over time that have, in turn, led to misguided and potentially damaging policy interventions. By using gender differences in educational attainment as a case study, this article begins by showing how Gorard's notion of the politician's error has been largely embraced and adopted uncritically by those within the field. However, the article goes on to demonstrate how Gorard's own preferred way of analysing such differences – by calculating and comparing proportionate changes in performance between groups – is also inherently problematic and can lead to the production of equally misleading findings. The article will argue that there is a need to develop a more rel...

Patient safety is a fundamental requirement of modern health-care systems and the application of information technology (IT) to this activity should have improvements in the area as one of its goals. Indeed, ensuring that the diagnostic IT strategy is optimized, for example, the use of IT in service redesign or data analysis, forms one of the main platforms for the National Framework for Service Improvement in Radiology. This paper presents both the concept behind and the results of a project that has been under way in the UK involving St Helens and Knowsley NHS Trust and IRS Ltd concerned with implementing effective IT-driven scientific support in the field of medical radiation protection. Locally developed software is employed in assessing, managing, and analysing patient dose data arising from X-ray examinations performed in the busy department of a large district general hospital (DGH). Such data are analysed in a variety of ways, for example, over time and according to location (department or X-ray room). This analysis not only provides a measure of performance against nationally agreed dose reference levels (DRLs) but also enables a detailed analysis of any variations as well as the establishment of local DRLs (performance indicators). This process provides quantitative input to management strategies aimed at service improvement. Such strategies are geared towards the support of the Ionizing Radiations (Medical Exposures) Regulations 2000 as well as implementation of quality-management principles at the heart of radiology practices.

This article is based upon a comparative, ethnographic case study of two groups of 10-11-year-old boys – one middle-class, the other working-class – living in Belfast. Drawing upon Bourdieu's related concepts of symbolic violence and habitus, it shows how locality can help to explain the very different educational and career aspirations found between these two groups of boys. While the local area in which the middle-class boys live had very little significance to them, the working-class boys' locality played a central role in mediating their experiences and perspectives. The article shows how it tended to represent the parameters of the boys' world-view and thus to significantly limit their educational and future career aspirations. The article concludes by arguing that there is a need to move beyond simplistic notions of power based upon crude freedom/constraint dualisms and, instead, to explore the complex ways in which broader processes and structures of inequality are experienced and tend to ...

The present article explores the nature and extent of racist harassment in predominantly white areas. It is based on a case study of Northern Ireland, and draws on data from in-depth interviews with a total of 32 children and 43 parents chosen from the four largest minority ethnic groups in the region: Chinese, Irish Travellers, South Asians and Black Africans. The article demonstrates that racist harassment is a significant problem in schools in Northern Ireland and highlights the varied forms that it can take, from overt acts of physical and verbal abuse to more covert and subtle forms of teasing and 'friendly' banter. It also highlights the central role that schools play within this. More specifically, some schools were found to respond appropriately and effectively to incidents of racist harassment among their pupils. Other schools, however, through inactivity and/or responding inappropriately, were found to not only indirectly reinforce the racist harassment that was taking place, but at times to dir...

It was not long after the emergence of the present phase of 'the troubles' in Northern Ireland in the late 1960s that concerns began to be expressed about the potentially negative effects that the violence was having on children's development and general sense of well-being. Since the early 1970s, a plethora of research studies have been conducted and published examining a range of different issues from children's overall levels of awareness of the conflict to their patterns of socialisation and moral and emotional development. Such work has been extremely important and has played a central role in drawing attention to and emphasising the plight of children in Northern Ireland. However, while it has certainly increased our understanding of some of the effects of 'the troubles' on children's lives, it has been less successful in drawing out and facilitating children's own perspectives and experiences. This paper outlines some of the reasons for this while also suggesting alternative methodological approach...

Over recent years the moral panic that has surrounded 'boys' underachievement' has tended to encourage crude and essentialist comparisons between allboys and allgirls and to eclipse the continuing and more profound effects on educational achievement exerted by social class and 'race'/ethnicity. While there are differences in educational achievement between working-class boys and girls, these differences are relatively minor when comparing the overall achievement levels of working-class children with those from higher, professional social class backgrounds. This article argues that a need exists therefore for researchers to fully contextualize the gender differences that exist in educational achievement within the overriding contexts provided by social class and 'race'/ethnicity. The article provides an example of how this can be done through a case study of 11-year-old children from a Catholic, working-class area in Belfast. The article shows how the children's general educational aspirations are signific...

(2001). Taking Sides in Social Research: Essays on partisanship and bias. British Journal of Sociology of Education: Vol. 22, No. 1, pp. 157-169.

This article begins with a review of recent research on the Contact Hypothesis. It will be shown that the literature in this area has become essentially closed and self-referential where the core political and theoretical premises that underpin the Hypothesis have been taken for granted and the debates have therefore become restricted simply to how best to measure the influence of inter-group contact. One of the key reasons for this is the lack of critical engagement with the Contact Hypothesis from those of a more structuralist and/or 'radical' perspective. This may be because the individualistic focus of the Hypothesis is seen from such a perspective as largely irrelevant to addressing racial and ethnic divisions and/or because it may be felt that to engage with the concept is to give it undue legitimacy. It will be argued in this article, however, that the wholesale dismissal of the Contact Hypothesis is a little premature. Just as recent research on racial and ethnic divisions has drawn attention to t...

This article provides a brief rejoinder to Gorard and Smith’s reply to an article I published in a previous issue of British Journal of Sociology of Education. In that original article I provided a critical review of their quantitative research on gender and education in the United Kingdom. In their reply to this article, Gorard and Smith seem to agree with many of the points I made. However, they appear to be particularly perplexed by why I had written this review given that they feel they have already addressed most of my points elsewhere. In this brief rejoinder I explain very clearly my motivations for writing my original article and refer readers to a more detailed and comprehensive paper where I have responded fully to each and every point raised by Gorard and Smith.

(1996). Seen but Never Heard: rethinking approaches to researching racism and young children. Discourse: Studies in the Cultural Politics of Education: Vol. 17, No. 2, pp. 171-185.

The past decade has witnessed the publication of a growing number of important ethnographic studies investigating the schooling experiences of Black students. Their focus has largely been upon student‐teacher relations during the students’ last few years of compulsory education. What they have highlighted is the complexity of racism and the varied nature of Black students’ experiences of schooling. By drawing upon data from a year‐long ethnographic study of an inner‐city, multi‐ethnic primary school, this paper aims to compliment these studies in two ways. Firstly the paper will broaden the focus to examine how student peer‐group relations play an integral role, within the context of student—teacher relations, in shaping many Black students’ schooling experiences. By focussing on African/ Caribbean infant boys, it will be shown how student—teacher relations on the one hand, and peer‐group relations on the other, form a continuous feed‐back loop; the products of each tending to exacerbate and inflate the o...

This article examines the articulation of racism and masculinity as manifest amongst infant children in a multi‐ethnic, inner‐city primary school. Drawing upon a year‐long ethnographic study of the school, it will highlight some of the inherent problems of multicultural/anti‐racist strategies which are not sufficiendy grounded in an understanding of racism and how it complexly interrelates with other systems of inequality, in this case gender. The article will show how many of the racist incidents and processes evident amongst the infant children can only be understood within the context of their expressions of masculinity. With this as a starting point, the article will go on to outline and assess one particular strategy of the school to try and engage older African/Caribbean boys through sports and particularly football. It will be shown how, as a result of this ‘multicultural/anti‐racist’ strategy, a distinct masculine ethos has been created within the school which, ironically, provides a stro...