Antonina Tereshchenko

Antonina Tereshchenko
King's College London | KCL · Department of Education and Professional Studies

About

38
Publications
5,690
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
495
Citations
Citations since 2017
29 Research Items
458 Citations
2017201820192020202120222023020406080100120140
2017201820192020202120222023020406080100120140
2017201820192020202120222023020406080100120140
2017201820192020202120222023020406080100120140

Publications

Publications (38)
Article
Full-text available
Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between‐class attainment groups (‘setting’) in English and mathematics over...
Article
Full-text available
This paper recounts the experiences of 24 primary and secondary teachers from a number of minoritised groups in the education system in England, using interview data collected for a project exploring the retention of minority teachers. The teachers’ experiences of racism are discussed alongside other intersectional aspects of their identities–inclu...
Article
Full-text available
During the initial period of ‘lockdown’ in response to the COVID-19 pandemic, schools in England were closed to the majority of pupils for 15 weeks. We examine how during this time schools provided emergency remote teaching in mathematics to lower secondary pupils with different levels of prior attainment and advantage. Drawing on a mixed-methods s...
Preprint
The study reported on here had two main objectives:- To investigate patterns of minority ethnic teachers’ employment across English schools.- To explore the reasons behind low rates of minority teacher retention through the perspectives of teachers from different demographics and professional backgrounds. The study used the 2018 School Workforce Ce...
Article
Attainment grouping is a prevalent yet controversial practice, used in most English schools and on the rise internationally, despite evidence that it is detrimental to the majority of pupils. In England, no data is routinely recorded regarding these practices, and most research on student outcomes depends on a simplistic dichotomy between pupils gr...
Article
On 20 March 2020, schools in England closed for almost all pupils. In an attempt to mitigate the loss of around 15 weeks of normal schooling, secondary schools have provided remote teaching for pupils. Whilst there is a growing research base, the effects of this school closure are as yet poorly understood. To date, research during school closure ha...
Article
The impact of self-fulfilling prophecy in education, and of attainment grouping on pupil self-perception, remain topics of longstanding debate, with important consequences for social in/justice. Focusing on self-confidence, this article draws on survey responses from 9,059 12-13 year olds who were tracked by subject (‘setting’). They provided surve...
Article
The study uses a matched design in a natural context, to explore the difference in student outcomes of two approaches to grouping students: grouping by ability (or setting), and mixed attainment grouping. As such, the research team will not be delivering an ‘intervention’, but will be measuring the outcomes of grouping practices already in use in r...
Article
Full-text available
International evidence shows that students from more disadvantaged backgrounds are less likely to attend university. We examine the potential link between university aspiration and secondary schools’ attainment grouping practices (tracking/setting). Modelling of longitudinal student questionnaires (N = 6680) completed in England suggests that there...
Article
Full-text available
Drawing upon data gathered from 9301 Year 7 students (12–13 years old) from 46 secondary schools in England, this study represents the first larger‐scale attempt to compare their actual set allocations in maths with the counterfactual position where their allocation to sets is based solely on their prior attainment at the end of primary school [usi...
Article
The number of students in England registered as speaking the languages of Eastern, and Central Europe has grown significantly in the past decade, but these migrants’ educational experiences remain under-researched. This study, based on interviews with students, parents and teachers in four secondary schools in London and in the East of England, fou...
Article
Full-text available
Grouping pupils by attainment is frequently practised in primary schools yet is associated with detrimental effects for middle- and lower-attaining children. Drawing on a mixed methods study, we find that attainment grouping practices at key stage 2 in primary schools are seldom straightforward. Although grouping by attainment appears to be the dom...
Article
Prior research suggests that where pupils are 'tracked', better qualified, more experienced teachers tend to be deployed to higher attainment groups, at the expense of pupils in lower tracks. This is especially pertinent from a social justice perspective, given consistent findings in the UK that pupils from socially-disadvantaged backgrounds are ov...
Article
There is a substantial international literature around the impact of different types of grouping by attainment on the academic and personal outcomes of students. This literature, however, is sparse in student voices, especially in relation to mixed-attainment practices. Research has indicated that students of different attainment levels might have...
Article
Full-text available
‘Ability’ or attainment grouping can introduce an additional label that influences teachers’ expectations of students in specific attainment groups. This paper is based on a survey of 597 teachers across 82 schools and 34 teacher interviews in 10 schools undertaken as part of a large-scale mixed-methods study in England. The paper focuses on Englis...
Article
Research has consistently shown ‘ability’ grouping (tracking) to be prey to poor practice, and to perpetuate inequity. A feature of these problems is inequitable and inaccurate practice in allocation to groups or ‘tracks’. Yet little research has examined whether such practices might be improved. Here, we examine survey and interview findings from...
Article
There are well-documented challenges with all forms of attainment grouping. Nevertheless, development of support for good practice in student grouping, and effective pedagogy therein, is under-developed. As such, this research-based aide-memoire is intended to improve existing practices in attainment grouping, and mixed attainment grouping, with re...
Article
Within-school segregation of pupils by attainment remains prevalent, despite evidence that these practices detrimentally impact outcomes for those in low attainment groups. This article explores the hypothesis that ‘ability grouping’ by setting impacts pupil self-confidence, precipitating a self-fulfilling prophecy. Survey data from 11,546 11/12 ye...
Article
Mixed-attainment teaching has strong support from research and yet English schools are far more likely to teach students in ‘ability’ groups. Although research has considered some of the specific benefits of mixed-attainment grouping, there has been little attention to the reasons schools avoid it. This article explores data from the pilot and recr...
Article
Full-text available
This paper is a case study of Eastern European immigrant women’s social inclusion in Portugal through civic participation. An analysis of interviews conducted with women leaders and members of two ethnic associations provides a unique insight into their migrant pathways as highly educated women and the ways in which these women are constructing the...
Article
This paper contributes to the literature on complementary schools as sites of learning and social and cultural identification. We draw on a small-scale multi-method qualitative study conducted in Albanian and Bulgarian community schools in London to explore the agendas of ‘new’ Eastern European complementary schools with respect to learning and her...
Article
Immigration from Eastern European countries to Portugal is a recent phenomenon. Within the last decade, economic migrants from Ukraine, Russia, Romania and Moldova set up a number of supplementary schools across the country. No academic attention has been given to the phenomenon of supplementary ethnic schools in Portugal, whilst there is a growing...
Chapter
The emergence of Ukraine from the break-up of the Soviet Union as a new nation state in 1991 has been referred to by scholars as a ‘historical novelty’, giving birth to an ‘unexpected’ or ‘nowhere nation’ on account of the fact that Ukraine as an independent political entity in modern history had never existed within its present borders (see von Ha...
Article
Full-text available
This article is situated within the literature examining the experiences of inclusion and exclusion by immigrant pupils in relation to the educational and social environment in the receiving country. It draws on data from a small, exploratory qualitative research study conducted in a supplementary school context in Portugal to explore how Ukrainian...
Article
This article builds upon the literature examining the relationship of contemporary youth with politics and youth civic participation through a study exploring youth citizenship in post-socialist Ukraine. Specifically, drawing upon qualitative research undertaken during 2005–2006 with young people (aged 15–18) from two contrasting regions in East an...
Article
This study explores how young people construct their citizenship identities and how schools and particular geographical spaces and places shape youths' sense of belonging and forms of civic identification. The main empirical data comes from a sample of high- school students in two contrasting border regions of Ukraine where identities are influence...

Network

Cited By

Projects