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Internal factors affecting education (Key processes/relationships within…
Internal factors affecting education
Key processes/relationships within school
Setting and Streaming
Labelling- Self fulfilling prophecy
Pupil subcultures
The ideal pupil
The hidden curriculum
The hidden curriculum
Messages and ideas that schools don't directly teach but which are part and parcel of the normal routines and procedures of the organisation.
Bowles and Gintis; 'Correspondence principle'- school life prepares pupils for work.
Labelling
The self fulfilling prophecy- people will see themselves as a label and so therefore live up to it, mainly negative labels. Rosenthal and Jacobsen created a self fulfilling prophecy.
Setting and Streaming
Setting- allocating pupils to subject groups, based on ability in that subject, can be in set 1 for English and set 3 for Maths.
Effect on high ability- able to have more motivation, more competition.
Effect on low ability pupils- Cause lots of distractions, lazy attitude, struggle to learn, all have the same mind set.
Streaming- places pupils in the same ability for all subjects, e.g general ability so set 1 for History, Geography , etc.
Effect on high ability pupils- Let them work at their own pace, there's more pressure.
Effect on low ability pupils- They think they aren't as good as they are.
Mixed ability- people placed into groups which have a range of abilities.
Effect on high ability pupils- Teach those who are struggling, gain an understanding.
Effect on lower ability pupils- Compare themselves to others but can help them to get better.
The ideal pupil
Howard Becker (1950's) interviewed 60 teachers that tended to share the same image of the ideal pupil. Middle class pupils were closest to the ideal image whilst working class pupils were seen as not ideal so teachers had lower expectations of them. Teachers weren't aware that their perceptions were based on social class.
Gillborn and Youdell (2001) studied 2 London Secondary Schools and found working class pupils were more likely to be seen as disruptive etc. and therefore teachers less likely to think they have potential. Working class pupils were also more likely to be in lower sets and most likely to be entered for foundation level exams.
Pupil Subcultures
Lacey (1970) Differentiation- this process refers to the way in which teachers define their students. This is because of the way teachers perceive their students either positively or negatively.
Leads to polarisation- students react to the way in which teachers perceive them. They adopt 2 opposite poles/extremes. (Pro-school, anti-school).
External factors and internal factors
External (outside school)
Material deprivation, Lack of sleep, Abuse, Lack of attention, Poverty, Illness.
Internal (inside school)
Bullying, Isolation, Favouritism within a class.