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Internal factors affecting educational achievement

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on 6 February 2014

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Transcript of Internal factors affecting educational achievement

Sub-cultures
Hargreaves
Willis
Aimed to combine a study of individual actions with the social structure
Studied a group of 12 working class boys over their final year and a half and briefly into employment
The boys despised school and they knew they were going to fail
Interactionist concepts
Labeling

-
Becker and R.C Rist
Self-fulfilling prophesy
- Rosenthal & Jacobson and Margaret Fuller
Banding/Streaming
- Stephen Ball
Sub-cultures
- Hargreaves, Willis, Mac & Ghaill and Sugarman
Self-fulfilling prophecy
Rosenthal & Jacobson and Margaret Fuller
Rosenthal & Jacobson conducted a field experiment; told teachers that the 20% of pupils they randomly selected would make rapid academic progress
1 year later same 20% of pupils had performed better in tests
teachers believed in them so they believed in themselves
Differential Educational Achievement
One of the primary purposes of the education system in our society is to differentiate children, as part of the social process of their passage into the wider society
Internal factors affecting educational achievement
Banding/Streaming
Labeling
Becker and R.C Rist
Teachers assessed their pupils in terms of an 'ideal type'
'Ideal type' considered to be conscientious, self disciplined and hard working
Tended to be middle class kids
Seen as the most able pupils
Lacey
Those placed in low streams; were working class suffer a loss of self esteem; the school has undermined their self worth by putting them in a position of inferior status
Labeled as a failure
Pushes them to find other ways of gaining status so form an anti-school subculture
Found similar findings to Lacey in a secondary modern school
Boys in the lower streams were triple failures; failed their 11+, placed in low streams, and they had been labeled as 'worthless louts'. They formed an anti-school sub-culture
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