Education Checklist

  • Created by: Sarah
  • Created on: 28-02-13 19:16

The role and purpose of education

  • Functionalist and New Right views of the role and purpose of education: transmission of values, training workforce
  •  Marxist and other conflict views of the role and purpose of education: social control, ideology
  • Vocational education and training: the relationship between school and work:human capital, training schemes, correspondence theory.
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Differential educational achievement

  • Statistics on educational achievement by class, gender and ethnicity; trends over time
  • Social class and educational achievement: home environment; cultural capital, material deprivation; language (Bernstein); school factors, relationship between achievement by class in education and social mobility
  • Gender and educational achievement: feminist accounts of gender-biased schooling; the concern over boys’ ‘underachievement’ and suggested reasons; subject choice; gender identities and schooling
  • Ethnicity and educational achievement: patterns; reasons for variations; multicultural and anti-racist education; experience of minorities in different types of schools
  • The relationship between class, gender and ethnicity
  • The effects of changes on differential achievement by social class, gender and ethnicity.
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Relationships and processes within schools

  • School processes and the organisation of teaching and learning: school ethos; streaming and setting; mixed ability teaching; the curriculum; overt and hidden
  • the ‘ideal pupil’; labelling; self-fulfilling prophecy
  • School subcultures (eg as described by Willis, Mac an Ghaill) related to class, gender and ethnicity
  • Teachers and the teaching hierarchy; teaching styles
  • The curriculum, including student choice.
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The significance of educational policies

  • Independent schools
  • Selection; the tripartite system: reasons for its introduction, forms of selection, entrance exams
  • Comprehensivisation: reasons for its introduction, debates as to its success
  • Marketisation: the 1988 reforms – competition and choice; new types of schools (CTCs, academies, specialist schools, growth of faith schools)
  • Recent policies in relation to the curriculum, testing and exam reforms, league tables, selection, Special Educational Needs (SEN), etc
  • Recent policies and trends in pre-school education and higher education.
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