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Home > Society and Social Sciences > Education > Educational administration and organization > Education in Deprived Areas: Outcomes, inputs and processes(12 Perspectives on Education Policy)
Education in Deprived Areas: Outcomes, inputs and processes(12 Perspectives on Education Policy)

Education in Deprived Areas: Outcomes, inputs and processes(12 Perspectives on Education Policy)


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About the Book

What processes contribute to the disadvantaging of schools in deprived areas? Is there a geography of attainment? Are schools in deprived areas less effective than those in non-deprived areas? Although it is often assumed that there is a close connection between social disadvantage and low educational achievement, the patterns and processes of this connection are frequently unclear. Education in Deprived Areas is based on a research review undertaken for the Social Exclusion Unit. It examines recent research in order to unravel the complex relationship between inputs, processes and educational outcomes and explores the implications of these findings for area-based initiatives, such as Education Action Zones and Excellence in Cities.

Table of Contents:
Foreword 1 Introduction 2 The geography of attainment 3 Financial and ‘real’ inputs 4 Outputs and processes 5 Conclusion and discussion

About the Author :
At the time of publication, Sally Power was Professor of Education and Head of the School of Educational Foundations and Policy Studies at the Institute of Education, University of London. At the time of publication, Simon Warren was a Research Officer at the Institute of Education, University of London. David Gillborn is Professor of Critical Race Studies in Education at the Institute of Education, University of London. At the time of publication, Alison Clark was a Research Associate of the Thomas Coram Research Unit at the Institute of Education, University of London. At the time of publication, Sally Thomas was Reader in Education at the Graduate School of Education, University of Bristol. At the time of publication, Kelly Coate was a Research Officer at the Institute of Education, University of London.


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Product Details
  • ISBN-13: 9780854736423
  • Publisher: Institute of Education
  • Publisher Imprint: Institute of Education
  • Height: 210 mm
  • No of Pages: 84
  • Spine Width: 9 mm
  • Width: 148 mm
  • ISBN-10: 0854736425
  • Publisher Date: 01 Apr 2002
  • Binding: Paperback
  • Language: English
  • Series Title: 12 Perspectives on Education Policy
  • Sub Title: Outcomes, inputs and processes


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