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education > internal processes that effect achievement > Flashcards

internal processes that effect achievement Flashcards

1
Q

What are the 5 internal processes in schools?

A

the hidden curriculum
labelling/ self-fulfilling prophecy
setting + streaming
the ideal pupil
pupil subcultures

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2
Q

What is the hidden curriculum?

A

things that are learnt in school aren’t explicitly taught

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3
Q

What theorists/ sociologists came up with the hidden curriculum?

A

Bowles and Gintis
marxists

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4
Q

What are some examples of the hidden curriculum?

A

hierarchy - obeying authority
extrinsic rewards - complete job even if it doesn’t bring joy
competition - work hard to achieve status

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5
Q

What are criticisms of the hidden curriculum?

A

not hidden- taught about capitalism in sociology, english and history
Willis’ lads didn’t obey authority or conform

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6
Q

What is the labelling theory?

A

teachers judge pupils by appearance, gender, behaviour, class and ethnicity

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7
Q

What is the self fulfilling prophecy?

A

individuals develop a self concept based off how others react to them

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8
Q

How does the self fulfilling prophecy effect students achievement?

A

student interacts with teachers + pupils > shapes their identity + self concept > influences their perception of school + how they should act > worsen/ betters their achievement in school

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9
Q

What theorists use the labelling/ self-fulfilling prophecy?

A

interactionalists

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10
Q

What sociologists studied into teacher labelling?

A

Becker (1971)
Rist (1970)
Hargreaves (1975)
Dunne and Gazeley (2009)

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11
Q

When did Becker do his research?

A

1971

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12
Q

Who did Becker (1971) study? Where?

A

60 high school teachers in Chicago

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13
Q

What did Becker (1971) research?

A

teacher labelling

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14
Q

What did Becker (1971) find?

A

teachers judge pupils according to their ideal pupil stereotype
teachers use pupils work, behaviour + appearance to influence their judgement

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15
Q

When did Rist do his research?

A

1970

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16
Q

Who did Rist (1970) study? Where?

A

teachers in an American kindergarden

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17
Q

What did Rist (1970) research?

A

teacher labelling

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18
Q

What did Rist (1970) find?

A

that teachers used info about the pupil’s home, background + appearance to separate them into groups/tables
fast learners labelled ‘tigers’ - MC, clean, seated near teacher
slow learners = ‘cardinals’ + ‘clowns’ - WC, dirty, far away, given low level books

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19
Q

When did Hargreaves do his research?

A

1975

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20
Q

Who did Hargreaves (1975) study? Where? How?

A

interviewed teachers + classroom observations
2 secondary schools

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21
Q

What did Hargreaves (1975) research?

A

teacher labelling

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22
Q

What did Hargreaves (1975) find?

A

teachers go through 4 stages:
1- speculation- teacher guesses about new pupils
2- working hypothesis- base opinion on interaction + develop theory on what type of student they are
3- elaboration- hypothesis tested in class + either rejected/accepted
4- stabilisation- know the pupil + is hard to change their opinion on them

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23
Q

When did Dunne and Gazeley do their research?

A

2008

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24
Q

Who did Dunne and Gazeley (2008) research? Where?

A

22 teachers in 9 english state schools

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25
Q

What did Dunne and Gazeley (2008) research?

A

teacher labelling

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26
Q

What did Dunne and Gazeley (2008) find?

A

teachers normalise WC underachievement - assume they have unsupportive parents + place in lower exams
teachers believe MC can overcome underachievement - give extra work + assume parents will support

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27
Q

What sociologists studied into the self fulfilling prophecy?

A

Rosenthal and Jacobson (1960s)

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28
Q

When did Rosenthal and Jacobson do their research?

A

1960s

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29
Q

What did Rosenthal and Jacobson (1960s) research?

A

self - fulfilling prophecy / pygmalian effect

30
Q

Who did Rosenthal and Jacobson (1960s) research? Where?

A

children and teachers in an elementary school in California

31
Q

How did Rosenthal and Jacobson (1960s) carry out their research?

A

tested all children on an IQ test
randomly selected 20% of the students + told teachers that they would ‘intellectually spurt’ (80% = control group)
1 year later- retested for IQ

32
Q

What did Rosenthal and Jacobson (1960s) find?

A

the students labelled as academic spurters made more progress than the rest of the school/control group

33
Q

What did Rosenthal and Jacobson (1960s) theorise from their findings?

A

teachers focus more on selected students + showed their higher expectations through manner, tone, friendliness + encouragement

34
Q

What is wrong with Rosenthal and Jacobson (1960s) study?

A

IQ tests are unreliable
speculation on why the findings happened= unscientific
unable to generalise as it is a small sample + only used young children - can’t apply to older children

35
Q

What is setting and streaming?

A

setting- pupils placed into groups (sets) based on ability for each subject
streaming- spit pupils into groups (streams) based on ability for all subjects

36
Q

Why is setting and streaming becoming more popular?

A

marketisation + increased competition between and in schools

37
Q

What sociologists studied into setting and streaming?

A

Gillborn and Youdell

38
Q

What sociologists came up with the triage model?

A

Gilbourn and Youdell

39
Q

What is the triage model in education?

A

teachers put a pupil in 1 of 3 categories
1- will pass without help - ignored
2- will only pass with help - intervention + focus
3- will fail with help - ignored

40
Q

How does setting and streaming effect primary school students?

A

top set = status + superiority
bottom set = negative attitude to top set + school
pupils taught by teachers who believe in setting likely to become friendless/ neglected

41
Q

How does setting and streaming effect secondary school students?

A

sets determine if pupil has pro/anti school views
mixed ability groups wanted + most preferred

42
Q

What is the main problem with setting and streaming according to marxists?

A

white MC benefit the most while WC and ethnic minorities disadvantaged

43
Q

What do post-structuralists say setting and streaming leads to?

A

a surveillance society where being in a lower set leads to self punishment and encourages them to be better so they don’t feel worthless

44
Q

What sociologists studied into the ideal pupil?

A

Gillborn and Youdell (2001)

45
Q

When did Gillborn and Youdell carry out their research?

A

2001

46
Q

Where did Gillborn and Youdell (2001) do their research? Who?

A

2 London Comprehensive schools
pupils in key stage 4 (14-16yrs) over 2 years

47
Q

How did Gillborn and Youdell (2001) research the ideal pupil?

A

mixed methodology: classroom observation, interviews, analysing secondary documents

48
Q

What did Gillborn and Youdell (2001) find from their research?

A

WC pupils are seen as disruptive, ill prepared, demotivated > unlikely to succeed > lower sets > foundation exams > lower results
MC pupils are seen as cooperative, well prepared, motivated > likely to succeed > higher sets > higher exams > better results

49
Q

What are strengths of Gillborn and Youdell’s (2001) study?

A

mixed methodology= reliable + valid results
quantitative + qualitative data = verstehen
longitudinal study = valid results

50
Q

What is a weakness of Gillborn and Youdell’s (2001) study?

A

sample: small age group, only 2 schools, only comprehensive = unrepresentative

51
Q

What is a pupil subculture?

A

a group of pupils that share similar norms, values + patterns of behaviour in relation to the school environment

52
Q

What sociologists studied pupil subcultures?

A

Lacey (1970)
Sewell
Fuller (1984)
Ringrose (2013)
Mac an Ghaill (1994)
Paul Willis (1997)

53
Q

When did Lacey carry out their research?

A

1970

54
Q

What did Lacey (1970) research?

A

pupil subcultures

55
Q

What did Lacey (1970) say about pupil subcultures?

A

subcultures develop through differentiation + polarisation
pro-school = status through success
anti-school = status through truanting, disrupting, disrespect ect.

56
Q

What did Sewell study?

A

african-caribbean male subcultures

57
Q

Who did Sewell study?

A

African-Caribbean Males in secondary schools

58
Q

What did Sewell find?

A

Black boys respond differently to school + were in 4 groups:
the rebels - rejected school + anti-authority - superiority to others from sexual experience
the conformists - pro-school, anxious to avoid being stereotyped so didn’t confront racism- rebels did not like this
the retreatists - isolated + disconnected from school/subcultures - despised by rebels - didn’t confront racism
the innovators - pro-education, anti-school - value success but don’t seek approval from teachers - maintain credibility with rebels

59
Q

What did Fuller (1984) research?

A

black female subcultures

60
Q

When did Fuller do their research?

A

1984

61
Q

Who did Fuller (1984) study?

A

Y11 black females in a London comprehensive school

62
Q

What did Fuller (1984) find?

A

girls channelled anger from stereotyping into educational success
didn’t seek approval from teachers (‘racist’)
friends with low + high achievers
relied on own efforts to avoid ridicule from black boys

63
Q

What did Fuller (1984) disprove?

A

teacher labelling/ the self-fulfilling prophecy does not always work + conforming is not needed to succeed

64
Q

When did Ringrose do his research?

A

2013

65
Q

What did Ringrose (2013) study?

A

white female subcultures

66
Q

Who did Ringrose (2013) study?

A

white working class females, 13-14yrs old in South Wales

67
Q

What did Ringrose (2013) find?

A

popularity is crucial to their identity
beginning to have a heterosexual identity = increase in tension between an idealised feminine identity (loyalty to friends + getting along) + a sexual identity (competing for boys)

68
Q

When did Mac an Ghaill do their research?

A

1994

69
Q

What did Mac an Ghaill (1994) study?

A

white male subcultures

70
Q

Who did Mac an Ghaill (1994) study?

A

Y11 white boys in the west midlands

71
Q

What did Mac an Ghaill (1994) find?

A

4 main subcultures:
academic achievers- pro-school, keen to achieve + succeed- mostly top set + skilled WC background
real englishmen - try to appear as effortlessly superior, uncool to take teachers advice but got good results- more MC backgrounds
new enterprisers- focus in areas only relevant to vocational future
macho lads- rejected authority, develop anti school subculture

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