RESEARCH
The Latest Research
Report: Subject and Course Choices at Ages 14 and 16 Amongst Young People in England: Insights from Behavioural Economics (2011)
What? This report, commissioned by the former DCSF and conducted by the Institute for Fiscal Studies, explored how young people make their subject choices at age 14 and age 16. Although these choices have huge implications for the young people, it is not an area that has been particularly well-researched. This report includes a review of existing research, as well as statistical analyses of school and pupil data to examine whether differences in subject and course choices were correlated with individual pupil characteristics (such as gender and family income), and differences
Report: Teaching Reading in Europe: Contexts, Policies and Practices (2011)
What? This report was carried out on behalf of the European Commission by the Eurydice Network, which supports European co-operation in the fi eld of education and provides information to assist those responsible for education policies and systems. It comes in response to concerns about literacy levels. For example, the latest results of the survey on reading skills carried out under the Programme for International Student Assessment (PISA) show that on average in European countries, one in fi ve 15 year-olds have very low reading skills. The report drew conclusions across several areas, and these are listed below, along with key comments. 1. Improving reading instruction and reading engagement. Curricula should be balanced between goals that provide focus for the competencies that pupils should achieve, and fl exibility to allow teachers to provide tuition appropriate for their pupils. 2. Cognitive aspects in reading instruction. All countries have assigned objectives relating to reading comprehension. Although research supports the combined use of several strategies in the teaching of comprehension, only one third of countries include a broad range of fi ve or six key strategies for enhancing pupil’s reading comprehension in their steering documents for primary level. 3. Reading engagement. Most curricula underline the importance of developing pupils’ pleasure and interest in reading.
in the characteristics of the schools they attend. The report also focused on psychological issues. Key fi ndings included that in 2009–10, GCSEs were still the most commonly taken qualifi cation at KS4, with VRQs and BTECs being the most commonly taken vocational courses. However, the growth in the number of pupils taking vocational qualifi cations over the past fi ve years has risen dramatically, with the number of VRQs awarded in England growing from almost none six years ago to nearly 600,000 by 2009–10. In terms of the reasons for making their choices, fi ndings of the report are quite complex. Some of the key fi ndings include that gender affects choice (for example, boys were signifi cantly more likely than girls to study triple science), as do aspirations for
the future, although this tended to be more a case of choosing to remain in education and take A levels rather than the subject choices themselves. Other psychological factors behind decision-making included an overconfi dence in ability, choosing courses that appear to be easier rather than considering career options, or selecting “default options” such as the combination of subjects laid out in the new English Baccalaureate.
Authors: Wenchao Jin, Alastair Muriel, and Luke Sibieta
Where? The report is available through the Department for Education website
www.education.gov.uk/publications/ eOrderingDownload/DFE-RR160.pdf
Also, a plethora of large-scale state-funded programmes exist that promote reading either across the whole of society or in particular sections. However, many of these initiatives take the form of activities which may largely attract those already interested in reading. 4. Tackling the diffi culties experienced by struggling readers. This is a widespread concern, but a greater problem in some countries than in others. The diffi culties experienced by pupils at various stages of learning to read must be tackled by using appropriate teaching and assessment methods, specifi c interventions, and targeted programmes.
5. A stimulating learning environment for refl ective teachers. Teachers need to receive appropriate initial training to provide
them with solid foundations in educational research and methodology. CPD is also fundamental. 6. Adolescent readers. According to curricular guidelines in the majority of countries, all subject teachers at lower secondary level are responsible for improving the reading ability of their pupils. However, it is unclear if this principle is supported by suffi ciently strong foundations.
Authors: Isabelle De Coster, Nathalie Baidak, Akvile Motiejunaite, and Sogol Noorani. The managing editor was Arlette Delhaxhe.
Where? The report is available through the Eurydice website
http://eacea.ec.europa. eu/education/eurydice/documents/ thematic_reports/130EN.pdf
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