Class- internal factors

Question 1

Hemplell-Jorgenson

Answer 1

Variable pupil labelling
-Aspen + Rowan primary
-WC Aspen= quiet, passive, obedient (behaviour)
-MC Rowan= personality, educational success (ability)

2009

Question 1

Becker

Answer 1

-Labelling
-60 Chicago high schools
-Teacher judgement in relation to ‘ideal pupil’
-MC closest, WC furthest

1971

Question 2

Dunne + Gazely

Answer 2

Labelling
-9 high schools
-Teachers normalised underachievement
-Main reason due to home background assumption
-WC parents= uninterested, MC parents= supportive

2008

Question 3

Rist

Answer 3

Labelling
-Kindergarten grouping based off appearance
-Tigers= fast learners, independent, neat presentation, MC
-Cardinals + Clowns= ‘less able,’ lower level, messy, WC

1970

Question 4

Rosenthal + Jacobson

Answer 4

Selfulfilling Prophecy
-20% labelled ‘spurters’
-47% ‘spurters’ showed academic improvement after 1 year
- Represents how powerful positive teacher interaction with students can be

1968

Question 5

Gillborn + Youdell

Answer 5

Streaming and the A-C Economy
-Teachers deem WC less able= lower stream
-Knowledge unattainable, take foundation exams, broadens education gap
-Educational triarge: 1.A’s(wounded) 2.E’s(no chance) 3.D’s/C’s(chance)
-Schools channel resources at (3) students as they have the best chance of improving schools league table position

2001

Question 6

Lacey

Answer 6

Differentiation and Polarisation
-Differentiation- Process of catergorisation through percieved ability, attitude or ability into streams
-Polarisation- the response of students who move to one of two poles/ subcultures (pro or anti-school)

1970

Question 7

Hargreaves

Answer 7

Triple Failure
-Boys in lower streams, failed 11+, labelled worthless louts
-Solution to status problem was join delinquent subculture , thus guarenteeing educational failure

1967

Question 8

Ball

Answer 8

Abolishing streaming
-Beachside comp teaches through mixed ability
-Through abolishment of banding polarised subcultures removed
However differentiation still occured, teachers still catergorised pupils, positive lables (usually on MC students) reflected in better grades

1981

Question 9

Woods

Answer 9

Pupil Response
-Ingratiation: teachers pet
-Ritualism: following motion to stay out of trouble
-Retreatism: daydreaming and mucking about
-Rebellion: outright rejection

1979

Question 10

Furlong

Answer 10

Variable Response
-Many students not committed permenantly to any one response
-Act differently in certain lessons with different teachers

1984

Criticism- labelling

Question 11

Fuller

Answer 11

Determinism
-Wrongly assumes pupils who are labelled have no choice but to accept and fulfill prophecy

1984

Criticism- labelling