How Can Contextualised Admissions Widen Participation
暂无分享,去创建一个
[1] V. Boliver,et al. Which are the most suitable contextual indicators for use in widening participation to HE? , 2017 .
[2] V. Boliver,et al. Mapping and evaluating the use of contextual data in undergraduate admissions in Scotland. , 2017 .
[3] B. Ouedraogo. Model of Information and Communication Technology (ICT) Acceptance and Use for Teaching Staff in Sub-Saharan Africa Public Higher Education Institutions , 2017 .
[4] V. Boliver,et al. An Analysis of School-Based Contextual Indicators for Possible Use in Widening Participation , 2017 .
[5] R. Woodfield,et al. Undergraduate students who are required to withdraw from university : the role of ethnicity , 2017 .
[6] V. Boliver,et al. Will the Use of Contextual Indicators Make UK Higher Education Admissions Fairer , 2015 .
[7] N. Harrison,et al. An ecological fallacy in higher education policy: the use, overuse and misuse of ‘low participation neighbourhoods’ , 2015 .
[8] Stijn Broecke. University rankings: do they matter in the UK? , 2015 .
[9] S. Gorard,et al. Overcoming Disadvantage in Education , 2013 .
[10] Malcolm Williams,et al. Can we, should we, measure ethnicity? , 2013 .
[11] D. James,et al. The UK clinical aptitude test and clinical course performance at Nottingham: a prospective cohort study , 2013, BMC medical education.
[12] Stephen Gorard,et al. Who Is Eligible for Free School Meals? Characterising Free School Meals as a Measure of Disadvantage in England. , 2012 .
[13] M. Clayton. On Widening Participation in Higher Education Through Positive Discrimination , 2012 .
[14] S. Tomlinson. The irresistible rise of the SEN industry , 2012 .
[15] R. Woodfield,et al. Age and first destination employment from UK universities: are mature students disadvantaged? , 2011 .
[16] S. Strand. The limits of social class in explaining ethnic gaps in educational attainment , 2011 .
[17] L. Dearden,et al. Department of Quantitative Social Science Widening Participation in Higher Education : Analysis Using Linked Administrative Data , 2010 .
[18] J. Gallagher,et al. Widening access? Characteristics of applicants to medical and dental schools, compared with UCAS , 2009, BDJ.
[19] N. Harrison,et al. Knowing the ‘unknowns’: investigating the students whose social class is not known at entry to higher education , 2009 .
[20] S. Gorard,et al. The impact of socio‐economic status on participation and attainment in science , 2009 .
[21] S. Salway,et al. Researching ethnic inequalities. , 2009 .
[22] S. Gorard. Who is missing from higher education? , 2008 .
[23] P. Pumfrey. Moving towards inclusion? The first‐degree results of students with and without disabilities in higher education in the UK: 1998–2005 , 2008 .
[24] W. Erisman,et al. Opening the Door to the American Dream: Increasing Higher Education Access and Success for Immigrants. New York Fact Sheet. , 2007 .
[25] J. Parry,et al. Monitoring the widening participation initiative for access to medical school: are present measures sufficient? , 2006, Medical education.
[26] J. Blau,et al. The Impact of Community Diversity and Consolidated Inequality on Dropping Out of High School , 2006 .
[27] Stephen K. Jull,et al. What Can National Data Sets Tell Us about Inclusion and Pupil Achievement , 2004 .
[28] Carol D. Lee. Why We Need to Re-Think Race and Ethnicity in Educational Research , 2003 .
[29] Samuel R. Lucas,et al. Effectively Maintained Inequality: Education Transitions, Track Mobility, and Social Background Effects1 , 2001, American Journal of Sociology.
[30] I. Dennis,et al. Degree Performance as a Function of Age, Gender, Prior Qualifications and Discipline Studied , 1997 .