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The research evaluated the government's Aiming High: African Caribbean Achievement Project , which sought to raise the achievement of Black Caribbean learners in schools. The evaluation report [3] was accepted by the DfES and was used to inform the subsequent roll out of the Black Pupils Achievement project below. The research found that student attainment had improved for African Caribbean students attending Aiming High schools compared to those not attending Aiming High schools but that improvement varied across the schools.

US immigration and child separation policy continues to spark backlash

Improvements for African Caribbean boys were the lowest. Where schools had mechanisms of exclusion in place such as ability setting, test and examination tiers, gifted and talented classes African Caribbean students were less likely to be included in these classes.

School heads and teachers across the project schools had varied understandings of the factors that affected the achievement of African Caribbean students. The schools' use of strategic data also varied across the schools limiting their capacity to impact on the target population.

The research was commissioned by Bristol LA following a rigorous review process and was undertaken by Tikly, Rose member of staff since and Bent member of staff since The purpose was to raise public awareness of achievement issues affecting Black and Minority Ethnic Learners in Bristol schools. Drawing on experiences of Head teachers, classroom educators, teaching assistants, support staff, parents and learners the team identified the range of strategies that these schools use to make a difference and developed this into a model of successful practice that drew on earlier projects undertaken by Tikly and colleagues [1], [2], [3], [5].

The report found that the largest growing BME group is the Somali group. This group along with learners of Black Caribbean and Pakistani heritage and White Working class learners were particularly at risk of underachieving in Bristol schools but that strategies targeted at BME learners were likely to also benefit learners from White Working Class backgrounds as well [6].

Caballero, C. A small grant to pilot fuller application [with Chamion Caballero, Department of Sociology]. The research has had a wide and significant impact on professional practice at the local level. It has also shaped national policy and programmatic interventions and influenced national and international guidelines on successful practice in closing the attainment gap. The research has changed teacher practices and LEA approaches towards raising the achievement of BME learners at risk of underachieving across England.

Case studies of Birmingham and Bristol offer examples of the significance of the changes from The research has impacted and shaped government policy in England, and NGO's and professional bodies' policy from in the following ways:. Aiming High [3] is included in a review of 6 research projects on BME children in schools, demonstrating it has become an important reference point in its field.

Tikly's presentations on diversity and voice and collating best practice are reported, with the outcome of "strong interest in widening the impact of INDIE" amongst attendees. Evetts, J. Short note: The sociology of professional groups. New directions. Current Sociology, 54 1 , — Fibkins, W. Fournier, V. Social Review, 47 2 , — Freire, P. Reading the word and the world.

Early childhood and schools

Great Britain: Routledge. Guthrie, J. Teaching for literacy engagement. Journal of Literacy Research, 36 1 , 1— Krashen, S.

Reward Yourself

The power of reading insights from the research 2nd ed. Is the library important? Multivariate studies at the national and international level. Journal of Language and Literacy Education, 8 1. Kuhlthau, C. Guided inquiry: School libraries in the 21st century.

School Libraries World Wide, 16 1 , 17— Limberg, L.

References for Migrants and educational achievement gaps

Stockholm: Skolverket. Lipman, P. High stakes education inequality, globalization, urban school reform. Martin-Jones, M. Multilingual literacies. Amsterdam: John Benjamin Publishing Company.


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McKechnie, L. The European qualification framework: Skills, competences or knowledge? European Educational Research Journal, 11 3 , — Montiel-Overall, P.

THE CANADIAN POLICY CONTEXT

Teacher and teacher-librarian cooperation: Moving toward integration. Teacher Librarian, 34 2 , 28— Research on teacher and librarian collaboration: An examination of underlying structures of models. Teacher and librarian collaboration: A qualitative study. Morrow, L.

OECD Reviews of Migrant Education Closing the Gap for Immigrant Students - OECD - Google Livres

Literature-based instruction in early years. Dickinson Eds. Mulinari, D.

Closing the Gap for Immigrant Students - Policy Tools

Journal for Critical Education Policy Studies, 8 2 , — Mullis, I. PIRLS Oberg, D. Information transfer and transformation in teacher-librarianship: Synergy across the Pacific. Paris: OECD. OECD Reviews of migrant education. Closing the gap for immigrant students: policies, practice and performance. Closing the gap for immigrant students: Politics, practice and performance. Giving every student the chance to succeed. CrossRef Google Scholar. Oswald, D.


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Community and school predictors of over representation of minority children in special education. Pihl, J. Ethno-nationalism and education. Alghasi, T. Ghorashi Eds. Farnham: Ashgate. Interprofessional cooperation between teachers and librarians: Analysing theoretical and professional arguments for cooperation in an era of globalization. Holmarsdottir Eds. Literacy education and interprofessional collaboration. Professions and professionalism, 1 1 , 52— Can library use enhance intercultural education?