Cognitive Framing and Its Theoretical Implications for Tuition Fee Policies in England

 October 2016 AUTHOR Ben Alcott   ABSTRACT This working paper seeks to contribute to the study of university access in England by analyzing the predominant theoretical conceptual frameworks – human capital and habitus – and then suggesting a supplementary avenue of inquiry. It does so by exploring an additional approach to theorizing the recent drop-off … Continue reading Cognitive Framing and Its Theoretical Implications for Tuition Fee Policies in England

Progress Made by High-Attaining Children from Disadvantaged Backgrounds

Centre for Analysis of Youth Transitions Research Report June 2014   AUTHORS Anna Vignoles, University of Cambridge Claire Crawford, University of Warwick and Institute for Fiscal Studies Lindsey Macmillan, Institute of Education ABSTRACT Education is a key driver of social mobility and reducing educational inequality is central to this goal. In this report, we track … Continue reading Progress Made by High-Attaining Children from Disadvantaged Backgrounds