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    Neighbourhood deprivation, school disorder and academic achievement in primary schools in deprived communities in England

    Barnes, Jacqueline and Belsky, Jay and Broomfield, K.A. and Melhuish, Edward (2006) Neighbourhood deprivation, school disorder and academic achievement in primary schools in deprived communities in England. International Journal of Behavioral Development 30 (2), pp. 127-136. ISSN 0165-0254.

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    Abstract

    There is growing concern about violent behaviour in schools, involving students, staff and/or parents. A survey of 1777 primary schools (for children aged 5 to 11) throughout England, most in areas of social and economic deprivation, found more disorder in neighbourhoods with greater deprivation. More disorder was also observed when there was more school-level disadvantage (e.g. students receiving free meals), larger school size and more children in need of special education services. Despite difficulties in drawing causal inferences from correlational data, the fact that more disorder significantly predicted lower school achievement for students at 7 and 11 in standardized English, mathematics and science assessments even once school characteristics and neighbourhood deprivation were taken into account is judged noteworthy. Potential confounding factors are considered in the discussion.

    Metadata

    Item Type: Article
    School: Birkbeck Schools and Departments > School of Science > Psychological Sciences
    Depositing User: Sarah Hall
    Date Deposited: 01 Oct 2019 14:06
    Last Modified: 01 Oct 2019 14:06
    URI: http://eprints.bbk.ac.uk/id/eprint/29211

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