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fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Languages: English
Types: Doctoral thesis
Subjects: LB

Classified by OpenAIRE into

mesheuropmc: education
This study examined the assertion that, in spite of the twenty-first century rhetoric of equality in English education, class and values based prejudice in schools remains strong. It particularly explored how practitioners perceived different groups of students, students’ self-reported attitudes to school, and whether or not the between-group differences perceived by practitioners reflected the self-reported views of students. Furthermore it examined whether practitioners’ perceptions of students were linked to gender, SEN, ethnicity, academic ability, or economic, familial, and cultural capitals, and whether students with socio-economic status and cultural capital closest to that of practitioners were viewed more positively than other students. Finally, it questioned whether school practice widened the achievement and attitudinal gaps between different groups of students.\ud \ud The study followed 156 students for their first four terms in secondary school. Student questionnaires were used to create group profiles for initial and post-first-year attitudes, academic self-concept; cultural capital, and socio-economic capital. Practitioner perceptions of students used teacher-awarded motivation grades, detention and behaviour logs, ability-group placements, and questionnaires with pastoral managers. Analytical procedures included factor analyses, comparisons of means, and a regression analysis.\ud \ud The findings showed that practitioner-perceived group differences were much larger than the differences perceived by students. Practitioners perceived larger differences between English ability groups compared to Maths groups. Also, practitioners perceived girls and high cultural capital students as more motivated and in-tune with school values than others. Poorer male students, SEN students, and students with a single parent were perceived less positively than others. An elite group of students had more economic and cultural capital than others, and were viewed very positively by practitioners. There was a suggestion that non-white students were not viewed as positively as they should have been. The study suggested a need to further explore the situation of mixed-heritage children.\ud \ud The study suggested that teachers as individuals, and schools as institutions, need to question whether they discriminate against poorer students and those with cultural capital different from their own. They also need to question whether they are gender stereotyping and ask if they are offering boys from disadvantaged backgrounds an appropriate curriculum delivered in an effective pedagogical style. The findings of this study had important policy implications for pedagogy, curriculum content, school organization, and equal opportunities. They suggested that some practices exacerbated pre-existing achievement and attitudinal gaps.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • 4.13 Changes over time: the whole cohort 4.2 Students' Self-Reported Attitudes to School
    • 4.21 Students' Self-Reported Attitudes to School:
    • 4.22 Students' Self-Reported Attitudes to School:
    • 4.23 Students' Self-Reported Attitudes to School:
    • 4.24 Students' Self-Reported Attitudes to School: Academic
    • 4.25 Students' Self-Reported Attitudes to School:
    • 4.26 Students' Self-Reported Attitudes to School:
    • Interaction effects 4.3 Initial and Post-first-year Student Academic
    • 4.31 Student Self-reported Academic Self-Concept:
    • 4.32 Student Self-reported Academic Self-Concept:
    • 4.33 Student Self-reported Academic Self-Concept:
    • 4.34 Student Self-reported Academic Self-Concept:
    • 4.35 Student Self-reported Academic Self-Concept:
    • 4.36 Student Self-reported Academic Self-Concept:
    • Interactions 4.4 Initial and End-of-Year Practitioner Ratings
    • 4.41 Initial and End-of-Year Practitioner Ratings:
    • 4.42 Initial and End-of-Year Practitioner Ratings:
    • 4.43 Initial and End-of-Year Practitioner Ratings:
    • 4.44 Initial and End-of-Year Practitioner Ratings:
    • 4.45 Initial and End-of-Year Practitioner Ratings:
    • 4.46 Initial and End-of-Year Practitioner Ratings:
    • Interactions 4.5 Summary of Students' Self-Reported Attitudes and
    • Practitioner Perceptions 4.6 Factors that can predict practitioner-perceived
    • 4.61 The most predictive variables
    • 4.62 Thematically grouped variables
    • 4.63 Summary of Regression analysis 4.25 SEN Compared Means/Independent t-tests 4.26 Parental Residence Compared Means/Independent t-tests 4.27 All-top-sets/others Compared Means/Independent t-tests 4.31 Economic Capital Groups Compared Means 4.32 Parental Occupation Compared Means 4.33 Parental Contact Compared Means 4.34 Cultural Capital Groups Compared Means 4.35 Maths Ability Groups Compared Means 4.36 English Ability Groups Compared Means 4.37 Academic Self-Concept Groups Compared Means 4.38 Initial Attitude-to-school Groups Compared Means 4.39 Ethnicity level b Compared Means 4.41 The Whole Cohort: Changes Over Time 4.42 Changes in significance over time: dichotomous categories 4.43 Changes significance over time: multi-group categories 4.5 Stepwise Regression Analysis: all categories
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