EDUCATION AND ATTAINMENT

Question 1

PURPOSE OF IQ TESTS IN THE UK

Answer 1

BTW THE 50S AND MID 70s IT WAS USED TO SPARATE CHILDREN INTO DIFFERENT SCHOOLS AT AGE 11.
WITH THOSE WHO PASSED THE 11-PLUS EXAM BEING ELIGIBLE TO ATTEND GRAMMAR SCHOOLS AND THOSE WHO FAILED BEING PUT INTO VOCATIONAL EDUCATION

Question 2

_ CLAIMED THAT HOW WELL A PERSON DOES ON AN IQ TEST DEPENDS ON A VARIETY OF FACTORS NOT ONLY ON INTELLIGENCE

Answer 2

KAPLAN

Question 3

_ ARGUED THERE ARE AT LEAST SEVEN DISTINCT TYPES OF INTELLIGENCE RANGING FROM CONVENTIONAL LINGUISTIC, MATHEMATICAL AND SPATIAL ABILITIES TO MUSICAL INTELLIGENCE AND INTERPERSONAL INTELLIGENCE

Answer 3

GARDNER

Question 3

OGUNDOKUN AND ADEYEMOS’ STUDY OF NIGERIAN SCHOOL STUDENTS

Answer 3

THEY FOUND A STRONG CORRELATION BETWEEN LEVELS OF EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT

Question 4

WHAT IQ TESTS MEASURE ARE TWO POSSIBLE TYPES OF INTELLIGENCE WHICH ARE LINGUISTIC AND LOGICAL-MATHEMATICAL ABILITIES

Answer 4

FLYNN

Question 5

INTELLIGENCE WHILE NOT DETERMINED AT BIRTH DIFFERS BTW SOCIAL CLASSES

Answer 5

SAUNDERS

Question 6

SOCIAL SELECTION ENSURES THAT THOSE WHO ARE THE MOST ACADEMICALLY ABLE RISE TO THE TOP OF CLASS STRUCTURE

Answer 6

SAUNDERS

Question 7

THE ROBBINS REPORT

Answer 7

SOCIAL CLASS WAS A SIGNIFICANT FACTOR IN ACHIEVEMENT

Question 8

EDUCATION REPRODUCES THE POWER AND DOMINATION OF RULING SOCIAL CLASSES THROUGH A COMBINATION OF HABITUS AND CULTURAL CAPITAL

Answer 8

BOURDIEU

Question 8

MURAYAMA ET AL

Answer 8

GERMANS STUDY OF MATHEMATICAL ACHIEVEMENT FOUND THAT IQ WAS ONLY IMPORTANT IN THE INITIAL DEVELOPMENT OF MATHEMATICAL COMPETENCE

Question 8

IN INDIA 50% OF SCHOOLS HAVE LEAKING ROOF OR POOR WATER SUPPLY, 35% HAVE NO BLACKBOARD OR FURNITURE, 90% HAVE NO FUNCTIONING TOILET

Answer 8

RAMACHADRAN STUDY

Question 9

MALNUTRITION, HUNGER AND POOR HEALTH ARE CORE PROBLEMS WHICH AFFECT ATTENDANCE AND PERFORMANCE IN CLASSES

Answer 9

RAMACHADRAN

Question 9

MATERIAL DEPRIVATION IS TOO BROAD AN EXPLANATION FOR UNDERACHIEVEMENT BCS SOME MATERIALLY DEPRIVED CHILDREN MANAGE TO SUCCEED STILL

Answer 9

DOUGLAS

Question 10

AROUND 80% OF THE MOST AFFLUENT MOTHERS ASSUMED THEIR CHILD WOULD GO TO UNIVERSITY WHILE 40% OF LEAST AFFLUENT MOTHERS HOPED THEIR CHILD WOULD GO TO UNIVERSITY

Answer 10

GOODMAN AND GREGG

Question 11

WHILE WORKING-CLASS PARENTS HAVE A HIGH AND INCREASING INTEREST IN THEIR CHILDREN’S EDUCATION THEY LACK THE MEANS TO TRANSLATE THAT INTEREST INTO EFFECTIVE INFLUENCE ON THEIR CHILDS BEHALF

Answer 11

WESTERGAARD AND RESLER

Question 12

ACKNOWLEDGED HIS RESEARCH ONLY SHOWED THE DIFFERENCE BETWEEN WORKING AND MIDDLE-CLASS LANGUAGE CODES

Answer 12

BERNSTEIN

Question 13

THE IDEA OF PARENTAL DEFICIENCY FROM WORKING-CLASS PARENTS NOT VALUING EDUCATION IS INCORRECT, THEY TAKE A KEEN INTEREST IN THEIR CHILDREN’S EDUCATION BUT FEEL EXCLUDED FROM PARTICIPATION IN DECISION-MAKING WITHIN SCHOOLS

Answer 13

HANAFIN AND LYNCH

Question 14

MIDDLE CLASS WOMEN WERE BETTER POSITIONED TO INVOLVE THEMSELVES IN SCHOOL DECISION MAKING

Answer 14

REAY STUDY

Question 15

MIRZA STUDY

Answer 15

DEVELOPMENT OF SATURDAY SCHOOLS AMONG BLACK CARRIBEAN COMMUNITIES

Question 15

FOUND NO EVIDENCE OF A DISTINCT, DEVIANT UNDERCLASS CULTURE IN THEIR RESEARCH IN MIDDLESBOROUGH ENGLAND

Answer 15

MACDONALD AND MARSH

Question 15

WORKING-CLASS UNDERACHIEVEMENT IS NOT EXPLAINED BY THE CULTURE OF WORKING-CLASS BOYS BUT BY CHANGES IN THE LABOUR MARKET

Answer 15

MAC AN GHAIL

Question 16

EXPLORES HOW INFORMAL REPUTATIONS GAINED WITHIN THE SCHOOL INFLUENCED OFFICIAL DEFINITIONS OF STUDENTS

Answer 16

PADFIELD

Question 16

THE ACADEMIC LABEL ATTACHED TO A STUDENT FOLLOWED THEM THROUGH THEIR SCHOOLING AND WAS A CRUCIAL INFLUENCE ON HOW THEY WERE PERCEIVED BY NEW TEACHERS

Answer 16

KEDDIE

Question 17

THE TYPE OF SCHOOL ATTENDED CAN CREATE A SELF-FULFILLING PROPHECY OF SUCCESS OR FAILURE EVEN BEFORE A STUDENT ENTERS THE CLASSROOM

Answer 17

GERWITZ

Question 18

HARGEAVES STUDY OF LUMLEY SCHOOLS

Answer 18

BOYS WERE STREAMED ON THE BASIS OF ACADEMIC ABILITY