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Teacher/pupil relationship + Pupil identity - Coggle Diagram
Teacher/pupil relationship + Pupil identity
Sociologists
Gillborn+Youdell (1999)
Teachers discriminate against W/C pupils
They use their blinkered judgement to allocate W/C pupils to lower sets and foundation tier examinations
W/C pupils may respond with resentment, perceiving their treatment ti be unfair.
Causes hostility, discipline problems and reduced motivation, impacting negatively on their achievement and teacher relationship.
Connolly (1998)
Teachers treating ethnic minorities differently
Ethnic-minority pupils feel angry at the way they tend to be singled out for punishment when White pupils are often just as guilty.
Leads to anti-social sentiments and negative subcultural responses that make interactions with teaches more confrontational
Many Black pupils, get drawn into this downward spiral of disengagement from schooling.
Nicole Sorhagen (2013)
Has been extensive research is teachers expectations affect school performance, particularly in the USA
Found that inaccurate teacher expectations did lead to long-term effects and fulfilling prophecy for many children.
These effects were greater for children from low-income families than those from high-income families, and greater with respect to maths than reading.
Organisation of teaching and learning
Mixed abilities.
Approach allows for broader social mix, reduces conflict in society and ensuring that labelling on the basis of behaviour does not affect attainment.
Where pupils of all abilities are taught together. Teacher tends to be differentiated to allow weaker pupils to engage, whilst stretching and challenging more able.
Streaming
Supporters believe that this ensures the most able are not being held back and the least able can be given the extra support they need
Pupils are grouped together by the ability for most or all of the lessons. The top stream is the most academic group: Bottom streams contain the lowest achievers.
Within-class grouping
Research into primary schools show pupils are aware of which ability group or table they are in, and does impact on motivation and self belief.
Where teacher makes ability groups within class - is more common in primary school than secondary school
Setting
Where pupils are placed in a ability gtoups for partiular subjects and so may be in the top set for one subject and a lower set in another
Most common form of ability grouping in secondary schools in England and Wales, especially as pupils approach GCSEs, as it helps teachers to prepare for a particular examination tier.
Primary level
In reading, most pupils wished to be in the top group because it gave them more status. Most pupils preferred whole-class work because they didn't feel left out.
Social adjustments, social attitudes and attitudes towards peers of different ability were 'healthier' among children in non-streamed classes.
The more streams there were, the more negative the attitudes of those in the lower streams
Pupils below average ability who were taught by teachers who believed in streaming could become friendless or neglected by others
Identity
Structural
Accounts emphasise the importance of social structures, such as class structure, for explaining the existence if these groups.
From this point of view, social changes, such as decline in unskilled and semi-skilled work, are largely responsible for the contemporary male working-class subcultures that reject the values of schools and wider society.
Agency
Based theories emphasise the active choices made by individuals as they form social groups and develop their own subcultures and identities.
From this point of view, identities are more creative and individual.