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CLASS ACHIEVEMENT (EXTERNAL (LABELLING (S = DUNNE AND GAXLEY ARGUE THAT…
CLASS ACHIEVEMENT
EXTERNAL
STREAMING
EDUCATIONAL TRIAGE
1) THOSE WHO WILL PASS ANYWAY AND CAN BE LEFT TO GET ON WITH IT
2) THOSE WITH POTENTIAL, WHO WILL BE HELPED TO GET A GRADE C OR BETTER
3) HOPELESS CASES, WHO ARE DOOMED TO FAIL
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AS BECKER SHOWS, TEACHERS DONT VIEW WC STUDENTS AS IDEAL SINCE THEY SEE THEM AS LACKING ABILITY AND HAVE LOW EXPECTATIONS = AS A RESULT, PLACED IN LOW STREAMS
CHILDREN IN THE LOWER STREAMS 'GET THE MESSAGE' THAT THEIR TEACHERS HAVE WRITTEN THEM OFF AS NO-HOPERS. THIS CREATES A SELF-FULFILLING PROPHECY
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LABELLING
S = DUNNE AND GAXLEY ARGUE THAT 'SCHOOLS PERSISTENTLY PRODUCE WORKING CLASS UNDERACHIEVEMENT' BECAUSE OF LABELS AND ASSUMPTIONS OF TEACHERS
SECONDARY SCHOOL: TEACHERS NORMALISED WC UNDERACHIEVEMENT, SEEMED UNCONCERNED AND FELT THY COULD DO LITTLE TO NOTHING ABOUT IT
PRIMARY SCHOOL: (RIST) AMERICAN KINDERGARTEN TEACHERS USED INFORMATION ABOUT CLASS BACKGROUND AND APPERENACE TO PLACE THEM IN GROUPS AND SEAT THEM AT DIFFERENT TABLES
WC = CLOWNS / MC = TIGERS
TEACHERS OFTEN ATTACH LABELS TO PUPILS ON THE BASIS OF STEREOTYPED ASSUMPTIONS ABOUT THEIR CLASS BACKGROUND
C = MARXIST CRITCISE THEORY FOR IGNORING THE WIDER STRCUTRES WITHIN WHICH LABELLING TAKES PLACE. LABELLING THEORY BLAMES TEACHERS FOR LABELLING BUT FAILS TO EXPLAIN WHY THEY DO SO
ANTI SCHOOL SUBCULTURE
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PLACED IN LOW STREAMS - SUFFER LOSS OF SELF ESTEEM - SEARCH FOR ALTERNATIVE WAYS TO GAIN STATUS = FORM ANTI-SCHOOL SUBCULTURE
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C = DETERMINISTIC AS NOT EVERYONE PLACED IN A LOW STREAM WILL JOIN AN ANTI-SCHOOL SUBCULTURE AND FULFIL THE PROPHECY AND INVETIABLY FAIL. STUDIES SUCH AS FULLER'S SHOW THAT THIS IS NOT ALWAYS TRUE
S = HARGREAVES FOUND A SIMILAR RESPONSE. EDUCATION SYSTEM VIEWS BOYS IN LOW STREAMS AS TRIPLE FAILURES = 1) FAILED 11+ 2) PLACED IN LOW STREAM 3) LABELLED AS 'WORTHLESS LOUTS'
INTERNAL
CULTURAL DEPRIVATION
PARENTS EDUCATION
DOUGLAS FOUND WORKING CLASS PARENTS PLACED LESS VALUE ON EDUCATION = LESS AMBITIOUS & GAVE LESS ENCOURAGEMENT & TOOK LESS INTEREST = CHILD HAD LOWER LEVELS OF MOTIVATION AND SELF-ESTEEM AND ACHIEVEMENT
S = FEINSTEIN ARGUES PARENT EDUCATION IS MOST IMPORTANT FACTOR AND SINCE MIDDLE CLASS PARENTS TEND TO BE BETTER EDUCATION, THEIR CHILD HAS AN ADVANTAGE AS THEY ARE BETTER SOCIALISED
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LANGUAGE
S = BENSTEIN DISTINUGIHSES TWO TYPES OF SPEECH CODE: WORKING CLASS - RESTRICTED CODE / MIDDLE CLASS - ELABORATE CODE
GROW UP: INCAPABLE OF ABSTRACT THINKING / UNABLE TO USE LANGUAGE TO EXPLAIN, DESCRIBE, ENQUIRE, COMPARE
BEREITER AND ENGELMANN CLAIM THAT THE LANGUGAE USED IN WORKING CLASS HOMES IS DEFICENT: GESTURES , SINGLE WORDS, DISJOINTED PHRASES
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C = TROYNA AND WILLIAMS ARGUE THAT THE PROBLEM IS ACTUALLY THE SCHOOLS ATTITUDE TOWARDS THE CHILD LANGUAGE
MATERIAL DEPRIVATION
DIET AND HEALTH
HOWARD NOTES POORER PEOPLE HAVE LOWER INTAKES OF ENERGY, VITAMINS AND MINERALS
POOR NUTRITION = WEAK IMMUNE SYSTEM / LOW ENERGY LEVELS = MORE ABSENCES FROM SCHOOL / DIFFICULTIES CONCENTRATING IN CLASS
MAGIC BREAKFAST PROVIDES BREAKFAST TO 200 POOREST SCHOOLS IN THE UK - FEEDING 6,000 CHILDREN DAILY
S = MORTIMORE AND WHITTY ARGUE THAT MATERIAL INEQUALITIES HAVE GREATEST AFFECT ON ACHIEVEMENT = ROBINSON ARGUES TACKLING CHILD POVERTY WOULD BE MOST EFFECTIVE WAY TO BOOST ACHIEVEMENT
HOUSING
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DIRECT EFFECT: OVERCROWING MAKES IT HARDER FOR CHILD TO STUDY AS THERE IS LESS SPACE FOR EDUCATIONAL ACITVITIES AND TO COMPLETE HOMEWORK = BAD GRADES
S= SMITH AND NOBLE REASSERT THE IMPORTANCE OF MATERIAL FACOTS IN INFLUENCES EDUCATIONAL ACHIEVEMENT - HAVING MONEY MONEY = MORE SPACE
C = HOUSING ALONE ISN'T ENOUGH FOR STUDENTS TO UNDERACHIEVE. HOUSING TOGETHER WITH SOMETHING ELSE WOULD BE THE REASONS FOR UNDERACHIEVEMENT