Internal Factors that Effect Achievement
Teacher recommended
?- Created by: neyvebarton
- Created on: 26-04-16 19:52
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- Internal Factors that Effect Achievement
- Self-fulfilling prophecy
- 1. Teacher labels pupil. 2. Teacher treats pupil accordingly. 3. Pupils internalise the teachers expectations.
- Teachers' expectations
- Rosenthal and Jacobson (1968)
- Children improved if they were randomly identified as "spurters"
- Interactionist principle.
- What people believe will have real effects.
- Rosenthal and Jacobson (1968)
- Streaming
- Separating pupils into different ability groups.
- Self- fulfilling prophecy is likely to occur when streaming.
- A-to-C economy
- Gillborn and Youdell (2001) stereotype notions of ability to stream.
- Denies working class pupils knowledge and opportunity.
- Focussing time and effort on those likely to get high GCSE's.
- Gillborn and Youdell (2001) stereotype notions of ability to stream.
- Educational triage
- 1. Those who pass 2. borderline C/D pupils 3. hopeless cases.
- Working class labelled as hopeless
- 1. Those who pass 2. borderline C/D pupils 3. hopeless cases.
- Separating pupils into different ability groups.
- Pupil subcultures
- Differentiation - Teachers categorising pupils.
- Polarisation - pupils respond to streaming by moving towards one of two opposite poles.
- Pro-school
- Pupils in high streams, mostly middle class.
- Gain status through academic success.
- Pupils in high streams, mostly middle class.
- Anti-school
- Low streams, mostly working class., low self esteem.
- Gaining status ammong peers.
- Lacey; being in an anti-school subculture creates a self-fulfilling prophecy.
- Differentiation - Teachers categorising pupils.
- Pupils' class identities and the school
- Habitus
- Dispositions of thinking, acting and being in a social class.
- Middle class habitus is favoured by the school as it is superior.
- Dispositions of thinking, acting and being in a social class.
- Symbolic capital and violence
- By defining working class as inferior this symbolic violence reproduces class structures.
- Working class pupils felt they had to change to be successful in education.
- Withholding symbolic capital.
- Nike identities
- Finding self-worth, status and value by heavily investing in branded clothing.
- Archer et al- Nike identities cause working class marginalisation.
- Finding self-worth, status and value by heavily investing in branded clothing.
- Habitus
- Labelling
- Attaching a meaning to someone
- Becker (1971) teachers judged pupils on how closely they fit the image of an ideal student.
- Work, conduct and appearance are key factors in how pupils are judged.
- Working class stidents considered furthest from "ideal", middle class upils considered closest.
- Secondary schools
- Dunne and Gazeley (2008) schools produce working class underachievers because of the labels.
- Underachievement is normalised in working class pupils.
- Labelling depended on how teaches view the role of pupils home background.
- ie. working class parents uninterested, middle class parents interested in child's education.
- Dunne and Gazeley (2008) schools produce working class underachievers because of the labels.
- Primary schools
- Rist (1970) teachers label pupils using knowledge of background and appearance.
- Those labelled fast learning tended to be middle class and neat and clean.
- Rist (1970) teachers label pupils using knowledge of background and appearance.
- Self-fulfilling prophecy
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