Peter Mortimore's research while affiliated with University of London and other places

Publications (34)

Chapter
Twenty one years ago — in 1975 — I went to work with the now famous child psychiatrist Professor Sir Michael Rutter and with Dr Barbara Maughan and Dr Janet Ouston on a new study of secondary schools being planned for later that year. The study was published in 1979 by Open Books in the United Kingdom and Harvard Press in the United States under th...
Article
Full-text available
FKRRO�(IIHFWLYHQHVV� Project (ISEP) study of Scottish primary and secondary schools, examining the impact of pupil background characteristics on pupils' cognitive attainments, and progress in these attainments over a two-year period. The project sought to integrate the two research traditions of school effectiveness and school improvement and invol...
Article
It is argued that globalisation is imposing pressures upon the nature of education, internationally. A case is made that school effectiveness research has contributed to these global pressures but should be concerned to establish more knowledge about the complex interactions between culture and schooling. A series of questions are asked about the e...
Article
ABSTRACT This article endeavours ,to set British educational research in the ,context of national,and ,international economic ,developments ,and ,to take ,account of ,national educational policy making and educational practice. It addresses seven questions: •,What does the term educational research include? •,What are the major tasks of educational...
Article
In England education is high on the political agenda. The government's public pronouncements, however, have done little to lift teachers' morale at a time when requests for early retirement are rising and recruitment to the profession is falling. In this article we argue that the current malaise has two main causes: Ministers' failure to understand...
Article
Full-text available
Research findings on class size differences need to be examined carefully because of their far reaching pedagogical and resource implications. An examination of research on the possible causal effect of class size differences on pupil progress, and on possible mediating factors, also raises important issues for educational research in general. In t...
Article
As part of a large‐scale study of the ability of 94 secondary schools to promote academic achievement, case studies of six outlier schools were conducted and headteachers (principals) and their deputies were questioned about the processes of effectiveness. The analysis of their responses ‐ grouped by the performance of their school (measured by val...
Article
This article reports the results of an Economic and Social Research Council (ESRC) funded study which focuses on the differential academic achievement of different groups of pupils. The paper describes the findings on the size and extent of school effects across 3 years (1990, 1991, 1992) for different groups of pupils (classified by gender, eligib...
Article
This paper reports the results of a UK study investigating the issue of differential school effectiveness. The size of overall school effects versus departmental differences in effects on 16 year old students’ General Certificate in Secondary Education performance are examined, as well as the internal (within school) consistency of departmental eff...
Article
Full-text available
The issue of value‐added measures of school effectiveness is reviewed in relation to the Government's requirement for schools to publish raw examination results. The study reports a series of multilevel analyses of the 1993 GCSE examination results in Lancashire employing a wide variety of pupil intake and school context variables as well as a rang...
Article
The study builds on earlier work which considered changes in the use of staff other than teachers (associate staff) in maintained primary and secondary schools. The focus of the study is on the introduction of staffing innovations (how they originated, how they were implemented, perceived advantages and difficulties, estimated cost effectiveness) i...
Article
The study builds on earlier work which considered changes in the use of staff other than teachers (associate staff) in maintained primary and secondary schools. The focus of the study is on the introduction of staffing innovations (how they originated, how they were implemented, perceived advantages and difficulties, estimated cost effectiveness) i...
Article
The debate over class sizes in schools has become more heated in recent years. Over the past decade or so, class sizes at primary level have increased, and without action to the contrary look like they will continue to rise. In the face of this, educational pressure groups and others have made increasingly strong recommendations about the need to r...
Article
The theory that schools can promote the progress of pupils so as to overcome the influence of family, community and individual attributes, underpins British studies of school effectiveness. Measures of value added have been developed as sophisticated ways of analysing potential school effects. Desmond Nuttall played a key role in adapting the stati...
Article
Effective Schools research has focused thinking on effective learning as one of the major outcomes of schooling. Unfortunately, however, research findings on effective learning are limited because mental activity is covert and learning can only be inferred from subsequent responses. Integrating such concepts as ability, motivation, self‐efficacy an...
Article
School Development Plans (SDPs) were pioneered by individual schools and local education authorities (LEAs) in England as a grassroots approach to school management that was eventually adopted by national education authorities. An empirical investigation of the implementation and impact of SDPs was carried out in primary schools through a combinati...
Article
Staff appraisal takes place in most organisations. For schools—and teachers— informal appraisal is not a new concept. What is new is the intention of government—first signalled in a White Paper in 1983—to introduce a formal, systematic and compulsory system of teacher appraisal across the whole of England and Wales. In this article the progress tha...
Article
This article, a revised version of the plenary speech presented at the Fourth International Congress for School Effectiveness and Improvement, provides a state of the art view of research on school effectiveness. In the first part, the notion of effectiveness is related to the idea of quality. The necessity of taking the nature of the student intak...
Article
In recent years the influence of schools on students' achievements has been called into question. The powerful influences associated with the home backgrounds of students have been seen as paramount. What the study reported here has attempted to do is to examine, again, the question of whether individual schools can influence students. The methods...
Article
This paper discusses significant changes in the funding and organisation of teachers’ In‐service Training (INSET) in England and Wales which have resulted in a decline in the number of secondments to long award‐bearing courses and an increased emphasis on school‐focused INSET, geared to the staff‐development needs of the whole school. A small‐scale...
Article
The article reports some of the major findings of a large‐scale longitudinal study of the progress and development of an age cohort of pupils during the junior years of education. The pupils attended a stratified random sample of 50 Inner London Education Authority (ILEA) primary schools during the period 1980‐84. The focus of the paper is an inves...
Article
Full-text available
A four-year study conducted in London has identified 12 factorsmost under the control of the principal and teachersthat distinguish effective elementary schools from less effective ones.
Article
The institutions discussed in this paper are those which most children attend for some (and in a few cases, most) of their time. It is argued that, not only are there differences in institutions ostensibly performing the same function, but that, with rare exceptions, differences in organization, philosophy and ethos can exert an influence on inmate...
Article
Criticisms of the concept of educational priority indices and reasons for the continued use of a school‐based policy are outlined with reference to the educational priority indices employed by the ILEA over the last decade. During 1981 a major review of the methods and measures used to construct the ILEA indices was undertaken. Details of criticism...

Citations

... O campo de pesquisa em eficácia educacional está bem estabelecido na literatura científica (Mortimore et al., 1988;Murillo, 2005;Reynolds et al., 2014;Rutter et al., 1979;Scheerens e Bosker, 1997), sendo possível encontrar diversas revisões sobre as temáticas tratadas neste campo de pesquisa. Para o âmbito deste artigo, debruçamo-nos especificamente sobre os conceitos de eficácia diferencial e equidade social. ...
Reference: 1101-853-PB
... Research on school effects suggests they are unstable over time, adding uncertainty to the identification of consistently effective or ineffective schools (Leckie, 2018;Marks, 2015;Thomas et al., 1997). This is also the case for Progress 8 where the correlation between scores in 2016 and 2019 is just 0.69 (Table 2). ...
... Riddell et al. (1998), for example, note that school effectiveness research often ignores the complexities of different classrooms and contexts. They note that a factor often suggested as key to school effectiveness is parental engagement and positive climate (Chapman and Harris, 2004;Mortimore, 1988;Sammons, 1999) Biesta (2007) identifies a third problem with the analogy between inputs and outputs within education and those within medicine. He points out that such an analogy makes an unwarranted demarcation between means and ends, thereby overlooking that the way something is taught may be in itself educationally significant. ...
... Ancak betimsel içerik analizinde incelenen çalışmaların sayısı fazla olduğu için derinlemesine yorum yapmak ve sonuçlarını sentezlemek güçtür (Çalık ve Sözbilir, 2014). Mortimore (2000), mevcut eğitim teorilerinin işlevselliğini geliştirmenin ve kavramsal bir bakış açısının kazandırılmasının önemini vurgulamaktadır. Çalık ve Sözbilir (2014) ise iş yükü ve yayınlanmış çalışmalara erişim gibi engellere rağmen eğitim araştırmalarının gelişimini takip etmek isteyen öğretmen ve araştırmacıların bilgilendirilmesi gerektiğini, ayrıca betimsel içerik analizi çalışmalarının araştırmacılara, uygulayıcılara, politika yapıcılara ve kurumlara talep edilen çıktıların kavranması noktasında rehberlik edebileceğini ifade etmişlerdir. ...
... Departmental leadership roles. The work of department heads has been universally acknowledged as central to the development of successful departments (Brown & Rutherford, 1998;Ghamrawi, 2010;Peacock, 2014;Sammons, Thomas, & Mortimore, 1996;Weller, 2001). Department heads are seen as being responsible and accountable for the quality of teaching and learning in their departments (Poultney, 2007). ...
... Ο πρωταρχικός στόχος των µαθηµάτων αυτών είναι η ανάπτυξη δεξιοτήτων και ικανοτήτων σχετικά µε τη χρήση Η/Υ αλλά και η πρόσκτηση βασικών γνώσεων αλγοριθµικής. Οι σύγχρονες ερευνητικές τάσεις στον εκπαιδευτικό χώρο επικεντρώνονται στην µέτρηση της ποιότητας της εκπαίδευσης και στη λήψη αποφάσεων, οι οποίες αφορούν άµεσα τους µαθητές, τους καθηγητές και τη γνώση αυτή καθ' αυτή (Mortimore 2000;Elmore 1996;Mortimore & Mortimore 1991;Boyd 2001). Βασικά αντικείµενα της ερευνητικής εργασίας αποτελούν: α) η διερεύνηση και καταγραφή των απόψεων των µαθητών για τα Προγράµµατα Σπουδών Πληροφορικής, β) η διερεύνηση για τη συµβολή τους στη δηµιουργία γνωστικού υποβάθρου για την κατανόηση άλλων µαθηµάτων, γ) η διερεύνηση ύπαρξης λογικής αλληλουχίας µεταξύ των µαθηµάτων πληροφορικής, δ) η καταγραφή της υπάρχουσας υποδοµής των εργαστηρίων και των υπηρεσιών που προσφέρουν & ε) διερεύνηση της πιθανής διαφοροποίησης των απόψεων των µαθητών µε βάση προσωπικά χαρακτηριστικά και επιλογές όπως: το φύλο, η ηλικία, κατεύθυνση που έχουν επιλέξει, πρόθεση για µελλοντική εργασία σχετική µε τους Η/Υ κ.λπ. ...
... Many other research studies on class size have also tried to answer the question, "does class size reduction improve student achievement?" Those studies tended to focus on a specific jurisdiction or across several jurisdictions where class size reduction was implemented; and evidence for improved student achievement was measured using some form of standardized test results (Blatchford & Mortimore, 1994; Edmonton/ University of Alberta, 2001;Iversen & Bonesrønning, 2013;Konstantopoulos & Chung, 2009;Kruger & Whitmore, 2001;Molnar et al., 1998;Shapson et al., 1980;Wenglinsky, 1997;Word et al., 1990); high school graduation rates (Pete-Bain et al., 1999); and/or social indicators, such as mental health, teen pregnancy and incarceration rates (Arum & LaFree, 2008;Jakobsson et al., 2013;Kruger & Whitmore, 2001). A number of researchers found that smaller class sizes were linked with positive effects on students' achievement Glass & Smith, 1979;Grissmer, 1999;Iversen & Bonesrønning, 2013;Konstantopoulos & Chung, 2009;Molnar et al., 1999), and both students and teachers' attitudes and relationships (Folmer-Annevelink et al., 2010;Smith & Glass, 1980;Zahorik et al., 2003). ...
... Students with higher English, mathematics, and science scores at age 11 (Jenkins et al., 2006;Department for Education, 2010;Sammons et al., 2014;Fletcher et al., 2015) were more likely to have better GCSE attainment. Students with higher verbal reasoning scores at the end of primary school were also more likely to have better academic attainment at age 15-17 based on consistent findings from one high quality study (Deary et al., 2007) and 18 low quality studies (Willms, 1985(Willms, , 1986Nuttall et al., 1989;Garner and Raudenbush, 1991;Jesson and Gray, 1991;Paterson, 1991;Goldstein et al., 1993;Daly, 1995Daly, , 1996Sammons, 1995;Sammons et al., 1995;Thomas and Mortimore, 1996;Daly and Shuttleworth, 1997;Goldstein and Sammons, 1997;Thomas et al., 1997a,b;Strand, 2006;Deary et al., 2007;Thomas et al., 2007;Sullivan et al., 2010), as well as students with higher cognitive ability at age 11 based on two high quality studies (Deary et al., 2007;Larose et al., 2021). There was moderate evidence showing that students with higher quantitative reasoning, reading and creative expressiveness in middle childhood were more likely to have better attainment at age 15-17, although based on evidence from low quality studies only (Quantitative reasoning: Thomas and Mortimore, 1996;Strand, 2006;Thomas et al., 2007;Reading: Garner and Raudenbush, 1991;Goldstein et al., 1993;Sammons, 1995;Sammons et al., 1995;Goldstein and Sammons, 1997;Thomas et al., 1997a,b;McNiece et al., 2004;Brown and Taylor, 2008;Sullivan et al., 2010;Mourgues et al., 2016;Creative expressiveness: Toivainen et al., 2017. ...
... Note that this is a considerable increase compared to the 2-7% of variance explained by ethnicity, gender and socioeconomic disadvantage combined (see Figure 2). These results chime with other (inter) national evidence that achievement is closely linked to English proficiency as measured through standardised language tests (Spencer et al., 2012;Whiteside et al., 2017) or teacher and student self-ratings of English proficiency (Demie, 2018;Demie & Strand, 2006;Guglielmi, 2008;Lutz, 2004;Sammons et al., 1983;Strand & Demie, 2005). Our findings add to the existing evidence by, for the first time, showing how much variance in Figure 1. ...
... Given the heated debate surrounding high-stake teacher accountability policies, we hypothesize that the political environment in which these policies are discussed and introduced will affect teachers' support. Indeed, Mortimore and Mortimore's (1998) analysis of the British education system concluded that the public discourse characterized with "antiteacher" sentiments and scandalization of student performance on standardized tests had negative consequences on policies intended to improve teaching and learning. ...