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dc.contributor.authorBainbridge, Alanen
dc.contributor.authorBartley, Joanneen
dc.contributor.authorTroppe, Tomen
dc.date.accessioned2022-06-14T14:39:00Z
dc.date.available2022-06-14T14:39:00Z
dc.date.issued2021-06-01
dc.identifier.citationBainbridge, A., Bartley, J. and Troppe, T. (2021) 'The impact of research evidence on education policy: How Members of Parliament respond to evidence in relation to secondary selective education', FORUM, 63(2), pp. 161-168.en
dc.identifier.issn0963-8253en
dc.identifier.urihttps://doi.org/10.3898/forum.2021.63.2.14
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/12337
dc.descriptionAlan Bainbridge – ORCID: 0000-0001-7783-7747 https://orcid.org/0000-0001-7783-7747en
dc.descriptionItem not available in this repository.
dc.description.abstractA detailed analysis of Hansard transcripts was undertaken to explore the dialogue used in parliamentary debates and committee meetings where reference was made to grammar schools between October 2015 to March 2019. During this period, the first new grammar school for fifty years had been approved, along with the establishment of the £50 million selective school expansion fund. Detailed qualitative analysis highlighted the widely disproportionate use of the term 'good' in relation to grammar schools. It is argued that 'good' instead of 'outstanding' or 'excellent' is chosen in relation to grammar schools as 'good' has moral overtones that go beyond reported educational standards. Proportionately, the number of comprehensive schools rated good or outstanding would need to be referred to in conjunction with 'good' 6698 times, not the forty-nine times this actually happened. Campaigners for comprehensive education need to reclaim the discourse of 'goodness' for all schools.en
dc.description.urihttps://doi.org/10.3898/forum.2021.63.2.14en
dc.format.extent161-168en
dc.language.isoenen
dc.publisherLawrence and Wisharten
dc.relation.ispartofFORUMen
dc.subjectEducation Fundingen
dc.subjectGood Schoolsen
dc.subjectGrammar Schoolen
dc.subjectParliamentary Debateen
dc.subjectSelective Educationen
dc.titleThe impact of research evidence on education policy: How Members of Parliament respond to evidence in relation to secondary selective educationen
dc.typeArticleen
dcterms.accessRightsnone
dc.description.volume63en
dc.description.ispublishedpub
rioxxterms.typeJournal Article/Reviewen
rioxxterms.publicationdate2021-06-01
refterms.depositExceptionNAen
refterms.accessExceptionNAen
refterms.technicalExceptionNAen
refterms.panelUnspecifieden
qmu.authorBainbridge, Alanen
dc.description.statuspub
dc.description.number2en
refterms.versionNAen


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