Ed 1: Stephen Ball Flashcards
D: In what decade did Ball publish his book?
E: What is his perspective?
C: What and when was the next big educational policy change?
D: 1980s- his research would have taken place in the very late 1970s.
E: None- he doesn’t want to be limited by a theoretical label.
C: 1988 ERA (Introduced Marketisation)
D: What is banding/ streaming?
E: How is banding/ streaming different from setting?
C: What were the two types of exams taken before 1988?
D: Ability grouping for all subjects.
E: Streaming applies to every subject, setting is ability grouping in individual subjects.
C: O’Levels= academic, CSEs= seen as less academic. The band you were placed in decided the exam you took
D: What consequence of banding was Ball studying?
E: Why did banding create this problem?
C: Why would banding cause more of this problem, than setting?
D: Anti-school subcultures.
E: Students spent all of their time together in lessons, they grouped together to become what teachers had labelled them as.
C: Setting still causes anti-school subcultures, but students aren’t necessarily together all of the time with setting, so there isn’t the same ‘single identity’ of being in the bottom band.
D: What was Ball’s research method?
E: How long did it take?
C: What change was the school going through whilst Ball was there?
D: Participant Observation
E: 3 years
C: From banding to mixed ability grouping.
D: Which type of student was most likely to be in the top band?
E: Why did the students change then they had been placed in a band?
C: What did Ball conclude about the move to mixed ability teaching?
D: Students from a higher social class were more likely to be in the top band.
E: They met the expectations of their teacher’s label. The top band were ‘warmed up’, the bottom band were ‘cooled down’.
C: Mixed ability teaching reduced the number of anti-school subcultures. Teachers still labelled based on social class, but the consequences weren’t as extreme.
