Education Topic 2-

Question 1

State the interactionist way of observing education

Answer 1

Interactionists use micro or small scaled deatailed studies of what happens in schools/classrooms.

By using qualitative research methods such as unstructured interviews or participant, non-participant observations interactionists discover how interactions affect educational success

Question 2

State how unstructured interviews work

Answer 2

Unstructured interviews are less rigid than structured.

Very little/no concern of their nature will be decided in advances

Often start with 1/2 Qs picking up on issues this interviews raises.

More difficult to analyse but have greater validity, as interviewers will be more likely to report whatever they wish to say and the researchers can be flexible in their approach

Question 3

State how participant observations work

Answer 3

Participant observations work by having the researcher become a member of the group whose behaviour they’re watching

Question 4

State how non participant observations work

Answer 4

Non participant observations work when the researcher doesn’t become a member of the group whose behaviour they’re watching and recording

Question 5

State 8 school processes and organisation factors that affect underachievement in education

Answer 5

1- quality of teachers 
2- head teachers leadership 
3- school ethos 
4- teacher attitudes and expectations 
5- teacher-pupil interactions 
6- school discipline 
7- the curriculum 
8- setting

Question 6

7 things school ethos may include:

Answer 6

1) all pupils are valued and encouraged to reach potential
2) emphasis on academic, artistic and sporting success
3) emphasis on smsc development of students
4) emphasis on = opportunities and intolerance to discrimination
5) parents encouraged to get involved and communicated regularly with
6) good relationships between staff and pupils
7) school encourages participation

Question 7

What is school ethos

Answer 7

those values and beliefs which the school. officially supports.

Question 8

What does smsc stand for

Answer 8

Social, moral, spiritual and cultural

Question 9

Examples of things taught by the hidden curriculum

Answer 9

Punctuality
Dress code
Respect for authoritatives
Teaching kids the importance of completing tasks they may not enjoy

Question 10

Who studied 12 schools on teacher interactions

Answer 10

Rutter et al

Question 11

What was Rutter et als study on 12 schools and their findings

Answer 11

Rutter et al studied 12 schools and found that the key features that made a difference were:
Teachers being well prepared
High expectations for pupils
Teachers set good examples
Teachers place more emphasis on praise rather than punishment
There’s a Positive and focused atmosphere

Question 12

What is the halo effect

Answer 12

Stereotypes made by teachers= well behaved students seen as bright and hardworking, therefore receiving more encouragement and support. The opposite can occur stroppy/disruptive students may be seen as lazy/less bright

Question 13

Waterhouse’s findings on teacher labelling

Answer 13

Waterhouse found that once labels had be applied there can be a pivotal identity for pupils- a core identity providing a pivot which teachers can use to interpret and reinterpret behaviour

He observed examples of normal, conformist behaviour of pupils being labelled. This construction by teachers could lead to self fulfilling prophecies. This could also lead to teacher-student conflict, classroom disruption and the formulation of pro and anti school subcultures

Question 14

Who came up with the ideal pupil identity

Answer 14

Hempel-Jorgensen

Question 15

What was hemple-Jorgensen’s ideal pupil identity

Answer 15

Included things such as hard work, concentration, listening, performing well academically and good behaviour.

Question 16

Hemple-jorgensen’s study on the ideal pupil label

Answer 16

Conducted a year long study of 12 schools in Hampshire and suggested students had their own idea of the “ideal learner”, which is very similar to the teachers.
These ideas of the ideal pupil have become a significant reference point for teachers d the extent of students conformity effects how they deal with pupils

Question 17

Backers findings on the ideal pupil

Answer 17

Becker believes that teachers evaluate students in regards to their “ideal pupil” - the typical conforming pupil. Students social class and conformity to teachers middle class standards were the most tors influencing teacher labelling, along with ethnic background and sex

Question 18

Rosenthal and jacbobsons iq test experiment

Answer 18

gave IQ tests to 20% of randomly selected students in a school in California. Teachers were told to expect improvement in selected students results. A year later students were retested and there was a dramatic improvement in IQ = = teachers believing in students led to them improving

Question 19

Harley and sutton findings on gender stereotypes

Answer 19

Studied 140 children from 3 state schools. 2 Groups told different things. G1= “g perform better than b” and the others weren’t told anything (controlled group)
They were tested on maths, English, reading and writing. G1 b performed worse than b in g2. G performed about the same in both groups. This suggests that’s boys poor performance nationally may be explained by negative stereotypes

Question 20

What is banding and streaming

Answer 20

Banding and streaming = Students divided into similar ability groups in which they stay for all subjects

Question 21

What is setting

Answer 21

Setting = Students divided into subject specific ability groups

Question 22

Ball findings on encouragement between different sets and streams

Answer 22

Ball found that top stream students were encouraged to achieve highly and follow academic courses.
Lower streams were encouraged to follow vocational/practical courses and consequently achieved lower academically, and leaving school asap

Question 23

Smyth et al findings on lower stream pupils attitudes

Answer 23

Smyth et al found that lower stream classes have negative attitudes to school and disengage from school life. Therefore streaming has harmful effects on self esteem and self confidence, and has a negative effect on attainment

Question 24

How does streaming disadvantage lower class students

Answer 24

Streaming is often linked to stereotypes of the ideal pupil. Also often puts poorer pupils at a disadvantage, and favours middle class students, therefore contributing to the underachievement of w. Class students

Question 25

Keddie findings on how teachers teach different sets

Answer 25

Keddie = teachers teach high and low streams different. High streams, pupils are expected to behave better and work harder. Teachers give them more context/opportunities, leading to them achieving more.

Lower stream, w. Class pupils might therefore underachieve partly because they have been deprived the same access and opportunities as higher streams

Question 26

What is education triage

Answer 26

Gillborn and youdell
Educational triage = Priority is focused on students who are most likely to get 5 A*-C grades or students who are on the C/D boundaries

Question 27

Whose concept is education triage

Answer 27

Gillborn and youdell

Question 28

Why do schools priorities 2 groups of students and not all

Answer 28

Educational triage (gillborn and youdell) 
First two groups improve league table positions and give schools a good reputation, therefore those not expected to achieve D/C minimum aren’t prioritised

Question 29

What category of students are most likely to be “forgotten” with reviewing education help and therefore be disadvantaged

Answer 29

Those most likely to be forgotten are disadvantaged, lower-w. Class white and black students, predominantly boys, those with special education needs

Question 30

What are school subcultures

Answer 30

School subcultures = groups of students who share values, norms and behaviour, which gives them a sense of identity

Question 31

How to students react to labelling

Answer 31

Students often react to labelling by forming school subcultures

Question 32

Lacey definition of differentiation

Answer 32

Lacey- differentiation is categorising students based on attitude and ability.

Question 33

Lacey definition on polarisation

Answer 33

Lacey - polarisation is the consequence of differentiation where students are divided into two groups or “poles”. These are high ability and low ability students. High ability students are generally more valued

Question 34

What are pro school subcultures

Answer 34

Pro school subculture is generally groups of pupils who conform to school expectations; usually higher ability students

Question 35

What are Anti school subcultures

Answer 35

Anti school subcultures are a way for students to get back at the system for denying them status by labelling them as failures, by putting them in lower streams and sets. This subcultures of resistance improves self esteem, however participation in subcultures contribute to underachievement

Question 36

Jackson :< findings on girls subcultures

Answer 36

Jackson believes girls are increasingly part of anti school subcultures and adopt “ladette” behaviour. However, some girls still try to achieve and hide their effort/work

Question 37

Woods findings on only two subcultures

Answer 37

Woods believes the idea of two subcultures is simplistic, and there is a wide variety of adaptations to school, and responses may change over time. They found 8 responses ranging from pro to anti shook

Question 38

Woods 8 types of subcultures

Answer 38

Ingratiation 
Compliance 
Opportunism
Ritualism 
Retreatsim 
Colonisation 
Intransigence 
Rebellion

Question 39

Woods ingratiation subcultures

Answer 39

Woods ingratiation subcultures = pro school, conformity, eager to please teachers

Question 40

Woods compliance subcultures

Answer 40

Woods compliance subcultures = conformity to gain qualifications- doesn’t necessarily like school

Question 41

Woods opportunism subcultures

Answer 41

Woods opportunism subcultures = try to gain teacher and peer approval- move between both, depending on which is the most beneficial at the time

Question 42

Woods ritualism subcultures

Answer 42

Woods ritualism subcultures = lack of interest in school, but conform to avoid trouble

Question 43

Woods retreatism subcultures

Answer 43

Woods retreatism subcultures = indifferent to school, drop out of involvement (including subcultures)

Question 44

Woods colonisation subcultures

Answer 44

Woods colonisation subcultures = accept what school offers, reject what is forbids

Question 45

Woods intransigence subcultures

Answer 45

Woods intransigence subcultures = trouble makers - not bothered by consequences

Question 46

Woods rebellion subcultures

Answer 46

Woods rebellion subcultures = outright rejection of schools