In England, academy schools are state funded schools which are directly funded by, and accountable to, central government. Academy schools are independent of direct control by the local authority. References Araújo M (2007) Modernising the comprehensive setting and the institutionalisation of principle’: selection, educational failure. 28(2): 241-257. British Journal of Sociology of Education Ball S (1981) Cambridge: Cambridge Beachside Comprehensive: a case-study of secondary schooling. University Press. Benjamin S (2003) What counts as success? Hierarchical discourses in a comprehensive school. girls’ 24(1): 105-118. Discourse: Studies in the Cultural Politics of Education Boaler J (1997a) Setting, social class and survival of the quickest. 23(5): British Educational Research Journal 575-595. Boaler J (1997b) When even the winners are losers: evaluating the experiences of top set students. Journal of 29(2): 165-182. Curriculum Studies Boaler J, Wiliam D and Brown M experiences of ability grouping disaffection, polarisation (2000) Students’ – and the construction of failure. 26(5): 631–648. British Educational Research Journal Carbonaro M, Bainbridge J and Wolodko B (2002) Using internet surveys to gather data from teachers: trials and tribulations. 18(3): 275-292. Australian Journal of Educational Technology Check J and Schutt RK (2012) London: SAGE. Research methods in education. Conservative Party (2007) London: Author. Raising the bar, closing the gap. Conservative Party (2010) London: Author. The Conservative manifesto 2010. Conservative Party (2015) London: Author. The Conservative manifesto 2015. DfEE (1997) London: HMSO. Excellence in schools. DfEE (2000) London: Author. Specialist Schools Programme: Sports Colleges applications. DfES (2005) London: HMSO. Higher standards, better schools for all. Dix KL and Anderson J (2000) Distance no longer a barrier: using the internet as a survey tool in educational research. 1(2): 83-93. International Education Journal
In England, academy schools are state funded schools which are directly funded by, and accountable to, central government. Academy schools are independent of direct control by the local authority. References Araújo M (2007) Modernising the comprehensive principle’: selection, setting and the institutionalisation of educational failure. British Journal of Sociology of Education 28(2): 241-257. Ball S (1981) Beachside Comprehensive: a case-study of secondary schooling. Cambridge: Cambridge University Press. Benjamin S (2003) What counts as success? Hierarchical discourses in a girls’ comprehensive school. Discourse: Studies in the Cultural Politics of Education 24(1): 105-118. Boaler J (1997a) Setting, social class and survival of the quickest. British Educational Research Journal 23(5): 575-595. Boaler J (1997b) When even the winners are losers: evaluating the experiences of top set students. Journal of Curriculum Studies 29(2): 165-182. Boaler J, Wiliam D and Brown M (2000) Students’ experiences of ability grouping – disaffection, polarisation and the construction of failure. British Educational Research Journal 26(5): 631–648. Carbonaro M, Bainbridge J and Wolodko B (2002) Using internet surveys to gather data from teachers: trials and tribulations. Australian Journal of Educational Technology 18(3): 275-292. Check J and Schutt RK (2012) Research methods in education. London: SAGE. Conservative Party (2007) Raising the bar, closing the gap. London: Author. Conservative Party (2010) The Conservative manifesto 2010. London: Author. Conservative Party (2015) The Conservative manifesto 2015. London: Author. DfEE (1997) Excellence in schools. London: HMSO. DfEE (2000) Specialist Schools Programme: Sports Colleges applications. London: Author. DfES (2005) Higher standards, better schools for all. London: HMSO. Dix KL and Anderson J (2000) Distance no longer a barrier: using the internet as a survey tool in educational research. International Education Journal 1(2): 83-93.
Wilkinson-Penney-Allin-ability%20groupings2015.docx