Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Strand, Steve (2007)
Publisher: Routledge
Languages: English
Types: Article
Subjects: LC
This report is the first part of a wider research project intended to evaluate the role of supplementary school in supporting pupils’ educational progress. This study reports on the first phase of this research An attitude survey to find out what young people think about mainstream and supplementary education, about the core subjects of reading and mathematics, about themselves as learners and about their reasons for attending supplementary school.. Pupil questionnaires were sent to all schools who were successful in being awarded grants from the support service. Schools were asked to administer the questionnaires to ten nominated pupils within the school, although they could give the questionnaire to more than 10 pupils if they chose. Questionnaires were returned from a total of 772 pupils attending 63 supplementary schools in four major cities in England. This is the first study to systematically explore the attitudes of pupils attending supplementary school in England and is the largest ever study of supplementary schools and their pupils.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • 3.1% • The thing I most dislike about Saturday school is I miss enjoying the weekends with my friends.
    • Abdelrazak, M. (1999). Towards more effective supplementary and mother-tongue schools. Resource Unit for Supplementary and Mother-Tongue schools.
    • Bastiani, J. (2000). Supplementary schooling in the Lambeth Education Action Zone. London: Lambeth Education Action Zone.
    • Congos, D. H., & Schoeps, N. (1993). Does supplementary instruction really work and what is it anyway? Studies in Higher Education, 18, (2), 165-176.
    • Gregory, E. (1993). Sweet and sour: Learning to read in a British ands Chinese school. English in Education, 27, (3), 53-59.
    • Harnish, D. L. (1994). Supplemental education in Japan: Juku schooling and its implications. Journal of Curriculum Studies, 26, (3), 323-344.
    • Keys, W., Harris, S., & Fernandes, C. (1995). Attitudes to school of top primary and firstyear secondary pupils. Slough: NFER.
    • Mason, K., Bhabra, S., & Rees, F. (2000). Study Support Summer Schools Pilots 1999: an evaluation of 25 schemes. DfEE Research Report RR220. London: DfEE Publications.
    • Mathieson, E. (1995). A Saturday school for primary school children held at a public school. Research in Education, 54, 66-84..
    • Milar, V (1997). Report backs study centres. Times Educational Supplement, 5th September 1997..
    • Reay, D., & Mirza, H. S. (1997). uncovering genealogies of the margins: black supplementary schooling. British Journal of the Sociology of Education, 18, (4), 477- 499.
    • Richards, G. G. (1995). Supplementary Schools - their service to education. Multicultural Teaching, 14, (1), 36-40.
    • Rutter, J. (1998). Refugee supplementary schools. Language Issues, 10, (1), 7-11.
    • Sewell, T. (1996). United front to preserve cultural practices. Times Educational Supplement, 25th October 1996.
    • Sharp, C., Osgood, J., Flanagan, N. (1999). The benefits of study support: A review of opinion and research. Slough: NFER.
    • Yip, S. (1997). Getting results: Study support in Tower Hamlets. London: London Borough of Tower Hamlets.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article