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I am grateful to Michelle Anderson and Helen Wildy for their splendid work as guest editors for the previous issue of the AJE. They were able to assemble seven quality reports of empirical work on small schools from five different countries: Australia, Norway, Finland, England and South Africa. I am confident that their work will stand for some years as the key reference for researchers interested in studying the issues, the joys and the trials associated with running small schools, wherever they may be. The journal is now back to its regular format—a varied collection of articles covering a wide range of research areas and using a variety of research styles. In Australia, academically selective schooling has always been a matter for passionate debate. Sometimes the debate has been squarely ideological, and at other times it has been evidence-based. It has commonly been argued that admission to selective school benefits the academically most able students, while, in the eyes of many, denying a benefit to students attending other schools, particularly those in close proximity. Marjorie Seaton and her colleagues present evidence that life is not quite that simple. Drawing upon data from three successive PISA databases, they identify consistent
Australian Journal of Education – SAGE
Published: Nov 1, 2011
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