Publications

What follows is based upon analysis carried out by researchers at the Wales Institute of Social and Economic Research, Data and Methods (WISERD) over the past few years. This work is continuing and, accordingly, the results reported here should be seen as ‘interim’. However, further results can be made available to the Review; and we…

The Foundation Phase (introduced in 2008) provides a developmentally appropriate experiential curriculum for children aged 3-7 in Wales. The Welsh Government commissioned independent evaluation (led by WISERD) aims to evaluate how well it is being implemented, what impact it has had, and ways in which it can be improved. The three-year evaluation utilises a range…

The Foundation Phase (introduced in 2008) provides a developmentally appropriate experiential curriculum for children aged 3-7 in Wales. The Welsh Government commissioned independent evaluation (led by WISERD) aims to evaluate how well it is being implemented, what impact it has had, and ways in which it can be improved. The three-year evaluation utilises a range…

The Foundation Phase (introduced in 2008) provides a developmentally appropriate experiential curriculum for children aged 3-7 in Wales. The Welsh Government commissioned independent evaluation (led by WISERD) aims to evaluate how well it is being implemented, what impact it has had, and ways in which it can be improved. The three-year evaluation utilises a range…

The Foundation Phase (introduced in 2008) provides a developmentally appropriate experiential curriculum for children aged 3-7 in Wales. The Welsh Government commissioned independent evaluation (led by WISERD) aims to evaluate how well it is being implemented, what impact it has had, and ways in which it can be improved. The three-year evaluation utilises a range…

The Foundation Phase (introduced in 2008) provides a developmentally appropriate experiential curriculum for children aged 3-7 in Wales. The Welsh Government commissioned independent evaluation (led by WISERD) aims to evaluate how well it is being implemented, what impact it has had, and ways in which it can be improved. The three-year evaluation utilises a range…

In this report we outline the progress of the evaluation during the past year (August 2012 to July 2013). We also provide details about Stage II of the evaluation design, which has largely involved the collection of detailed information about the implementation of the Foundation Phase in forty-one schools and ten funded non-maintained settings from…

In 1997 John Martinussen’s “Society, State and Market: A guide to competing theories of development” was published in English. It was an important book, a model of its kind, written with lucidity and simplicity, and considered the most comprehensive account of international development then in print. As reviewers observed, its contribution was to discuss development…

The quantitative strand of the project will use a linked database of school and student records that has already been prepared by the Welsh Government. This database (subsequently referred to as the Widening Access Database) is based upon four linked administrative data-sets: the National Pupil Database (NPD) for Wales (including Pupil Level Annual Schools Census…

Despite major expansion of higher education (HE) in the UK over recent decades individuals from the least socially advantaged backgrounds continue to enter HE at lower rates than their more advantaged counterparts (Christie et al, 2005; Croll and Attwood 2013), and when they do, they enter less prestigious HEIs (Ball et al 2002, Reay et…