An introduction to astronomy. In a series of letters, from a preceptor to his pupil. In which the most useful and interesting parts of the science are clearly and familiarly explained. Illustrated with copper plates.

Mode of access: Internet.

Elementary education and the academically talented pupil /

Joint publication of the National Education Association Project on the Academically Talented Student and Department of Elementary School Principals.

Teacher-pupil studies and their relationship to satisfaction with student teaching /

Includes bibliography.

What Maisie knew : In the cage ; The pupil /

Mode of access: Internet.

The lesson of the master, The marriages, The pupil, Brooksmith, The Solution, Sir Edmund Orme,

Printed in the United States; bound in England.

Pupil life, with hints to teachers,

Mode of access: Internet.

The pupil, the teacher and the school /

"References for supplementary reading" at end of each chapter.

Pupil's self-instruction series

"Adapted to individual teaching or to class use, to assist in teaching by state series texts."

Regulations and laws relating to pupil transportation in California

Has supplements

Report on secondary schools and pupil-teacher centres (existing conditions). With introductory notes.

Mode of access: Internet.

School outcomes:sharing the responsibility between pupil and school

This paper uses a Data Envelopment Analysis based approach to decompose pupil under-attainment into that attributable to the school the pupil attends and that attributable to the pupil. The approach measures pupil attainment in terms of value added. Data on over 6700 A-level pupils from 122 English schools have been analysed. The results suggest that at current levels of school effectiveness a pupil's own application accounts for the major part of any under-attainment, though schools also have scope to improve their effectiveness.The approach also makes it possible to identify target attainment levels a pupil could be set and the extent to which the attainment of those targets necessitates an improvement in the effectiveness of the school the pupil attends and in the pupil's own efforts.

Assessing pupil and school performance by non-parametric and parametric techniques

This paper discusses the use of the non-parametric free disposal hull (FDH) and the parametric multi-level model (MLM) as alternative methods for measuring pupil and school attainment where hierarchical structured data are available. Using robust FDH estimates, we show how to decompose the overall inefficiency of a unit (a pupil) into a unit specific and a higher level (a school) component. By a sample of entry and exit attainments of 3017 girls in British ordinary single sex schools, we test the robustness of the non-parametric and parametric estimates. Finally, the paper uses the traditional MLM model in a best practice framework so that pupil and school efficiencies can be computed.

Assessing pupil and school performance by non-parametric and parametric techniques

Often observations are nested within other units. This is particularly the case in the educational sector where school performance in terms of value added is the result of school contribution as well as pupil academic ability and other features relating to the pupil. Traditionally, the literature uses parametric (i.e. it assumes a priori a particular function on the production process) Multi-Level Models to estimate the performance of nested entities. This paper discusses the use of the non-parametric (i.e. without a priori assumptions on the production process) Free Disposal Hull model as an alternative approach. While taking into account contextual characteristics as well as atypical observations, we show how to decompose non-parametrically the overall inefficiency of a pupil into a unit specific and a higher level (i.e. a school) component. By a sample of entry and exit attainments of 3017 girls in British ordinary single sex schools, we test the robustness of the non-parametric and parametric estimates. We find that the two methods agree in the relative measures of the scope for potential attainment improvement. Further, the two methods agree on the variation in pupil attainment and the proportion attributable to pupil and school level.

Pupil resistance to their schooling experience

The thesis explores the nature of pupil resistance; it investigates what constitutes it and how it can be explained. Various ethnic and national group, male and female working-class resistance if analysed in two secondary schools in Birmingham (England) and one school in Sydney (Australia). It focuses on the pupils’ experience of school. ‘Compressed ethnographies’ (Walford and Miller, 1991) were conducted in each school to examine pupil resistance. The research found that structural societal state factors, regional, community and formal, informal and physical characteristics of each school, together with the teachers and pupils characteristics and background all influence resistance. The class, gender, ethnic and national identity of each pupil shapes resistance. In all three schools that were involved with the research, girls were more likely to exhibit overt, collective forms of resistance, whereas lads were more likely to operate alone. Islander pupils in Sydney and African-Caribbean kids in Birmingham were more likely to display engaged forms of resistance. Girls tended to show more engaged forms compared to their male counterparts across all ethnic and national cultures. Resistance is complex and dynamic, the definition alters depending upon context. Dimensions of resistance are developed; including overt, covert; individual, collective; intentional, unintentional; engaged and detached forms. Resistance operates within a structure and agency framework, the pupils can shape their own schooling experience mediated within the structures of their school, community and society. Some pupils manage their resources and the structures better than others; how the pupil manages and operates within the structures influences their resistance response. Resistance is contradictory and can reinforce the status quo. To fully understand resistance, it must be contextualised.