processes within schools
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- Created by: Tom
- Created on: 11-04-14 13:47
the organisation of teaching and learning
- banding, streaming, setting, may be influenced by teacher labelling
David Hargreaves(1967)
- in secondary modern, boys assigned to A or B streams more on behaviour than ability
- pupil behaviour and attitudes became polarised
- lower stream students virtually doomed to failure, creating subcultures etc
- A stream students felt valued & were more succesful
Nell Keddie(1973)
- studied variations in curriculum offered to students in different groups
- In humanities - lower sets mainly w/c given easy work. Higher sets given harder work that helped them pass exams.
Stephen Ball
- Beachside comprehensive
- school bands based primarily on primary school reports - bands reflected pupils' social origins
- Enthusiasm in band 2 evaporated and led to truancy and form of subcultures
- Band 1 students remained good
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the organisation of teaching and learning
evaluation
- today teachers more determined to achieve from lower bands
- research subjective and although Ball used positivist methods - attendance figures + tick charts - still difficulty to exclude all variables
- Band 2 students may have worse health as they were w/c
- anti school attitudes may have developed at home, not as response to banding
- primary teachers' reports may have been based on genuinely low achievement as result anti-school attitudes at early age
- Peter Woods(1971) - can be used as critique of Hargreaves, Keddie and Ball - he identifies much broader range of pupil behaviour in response to streaming. Found 3 main types of student - Conformists: teachers pet/genuinely keen students, Ritualists: not interested but lack energy to misbehave, Deviant: confrontational/gossipers
- Woods found many students worked better with firmer teachers - but same students may rebel in other classes
- shows too simplistic to suggest that streaming polarises students into ideal pupils and rebels
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pupil subcultures
- some subcultures formed as response to teacher labelling and group allocation, others formed as members share common values/experiences in wide society
- Paul Willis(Learning to Labour 1997) - w/c lads parents' had little respect for school and expected lads to follow them in to factory work. Attitudes prevailed regardless of efforts by teachers to raise aspirations
- Tony Sewell(1997) - some afro caribbean students rebelled, even though they wanted to succeed, as they saw odds stacked against them
- others were torn between pro-school parents and macho subcultures that viewed school as feminised
- Sewell also observed some teachers eager to blame black subcultures as reason for failure, ignoring how school may intervene
- Mac an Ghaill(1994) - observed a range of male subcultures: Macho lads, pro-school, new enterprise students(Keen business and ICT), academic achievers(white/asian from skilled manual background), real Englishmen(proffesional backgrounds), gay students, 'the posse' - w/c white+black girls who disrupted lower streams
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pupil subcultures
evaluation
- impossible to sell which subcultures would exist if schools treated students entirely fairly
- John Abraham(1995) - evidence that streaming, labelling and formation of subcultures are interconnected and have significant effect on school progress
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the hidden curriculum
- refer to Bowles and Gintis*
- teaching materials ignored girls and non/European subcultures or stereotyped them
- negative effect on self esteem and ambitions
- recently been an effort to produce more balanced materials + ensure official curriculum is more multicultural and both sexes are encouraged to choose from whole range of subjects
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teacher/pupil relationships
- interactionists conclude some teachers stereotype or label students based on class, gender, ethnicity etc. all unrelated to intelligience - leads to innapropriate ability groups and self fulfilling prophecy
Rosenthal and Jacobson
- gave IQ tests to children in several classes - told teachers which students 'supposedly' achieved highest. Tested same students 1 year later saw huge increase - shows teachers gave more attention to said pupils - gave more challenging work increased self confidence and motivation(Pygmalion in the classroom, 1968)
Rist(1970)
- observed labelling in action by kindergarten teacher in the U.S
- assigned new students to 'slow' and 'fast' reading sets based on cleanliness, accent, percieved class of parents.
- gave more attention to fast readers - led to self fulfilling prophecy - confirmed teachers assumptions
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teacher/pupil relationships
Cicourel and Kitsuse(1971)
- studied American career advisors who directed students towards courses and careers influence by social class, demeanour, speech, and class reports
- students with equal grades assigned to courses of different levels because of labelling
Evaluation of labelling theory
- labelling too deterministic - students can reject labels if determined to do so. Parental support influencial factor.
- Teachers in Britain under pressure to recieve best results from all students, less likely to reject minorities
- sociological studies featured in teacher training
- David Gillborn(1990) - well meaning teachers unknowingly hold expectations of certain ethnic groups that can lead to unfair treatment.
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