Rs and processes within schools

Question 1

what is the interactionalists perspective?

Answer 1

-look at what actually goes on in schools
-e.g interactions between teachers and pupils

Question 2

what kind of things would be included in ‘ school organisation’, teaching and learning context?

Answer 2

-school ethos
-hidden curriculum
-teacher expectations
-setting and streaming
-pupil subcultures

Question 3

what is meant by the ethos of a school?

Answer 3

-characters,values, atmosphere and climate of a school
-emphasis on academic success
-equal opportunity

Question 4

ethos of a school and hidden curriculum

Answer 4

schl reward or punish certain behaviours
-schl can emphasise sport or faith ethos
-displayed through hidddn curriculum e,g religious artefacts and trophies

Question 5

what is the ethos of GSFG? & how is it supported through hidddn curriculum

Answer 5

-christian= faith based- assemblies, prayers, crosses
-service points- christian values “service” , “community”
-diversity fortnight
-“let your light shine “. (schl song)

Question 6

what do functionalists say on the hidden curriculum?

Answer 6

-parsons says it transmits society’s core values
-graded exams
-achievements= reward
-value achievement

Question 7

what do marxists say ab hidden curriculum?

Answer 7

-Bowles and gintis produce workers to accept role in society
-submit to control
- disregard creativity and independence
-transmit ruling class ideology

Question 8

what do postmodernists say ab hidden curriculum?

Answer 8

-Giroux
-neo liberal ideology(winning at all costs even in ruthless competitiveness)
-schls want to be top of league tables
-climb educational ladder to succeed.

Question 8

what ab feminists in the hidden curriculum?

Answer 8

-patriarchal ideology(male dominance)
-boys underachieve
-males higher jobs e.g business
-vocational e.g childcare lower paid
-59% experience sexual harassment
-suffering goes un noticed

Question 9

Why do teachers label students?

Answer 9

-race, ethnicity
-uniform
-social class
-gender
-behaviour

Question 10

what is teacher labelling?

Answer 10

-actively judge their pupils
-gain impressions of them
- group into ideal or trouble maker
e.g hardworking, lazy, bright or slow

Question 11

positive label

Answer 11

-positive produces the halo effect
, extra encouragement and support

Question 12

negative label

Answer 12

-disruptive or lazy
-pupils can under achieve

Question 13

what is the self fulfilling prophecy?

Answer 13

-waterhouse
-positive or negative labels can lead to ‘pivotal identity’
-when bad student behaves normal it’s temporary
-when good student behaves bad it’s out of character
- labelling leads to one accepting it and acting in accordance .

Question 14

what are the characteristics of an ideal pupil?(Becker)

Answer 14

-hempel-jorgensen said its
-hardwork
-concentrating
-listen to teacher

Question 15

what other factors are part of an ‘ideal pupil’?

Answer 15

-motivated by education
-helpful
-aspirations
-academic attainment

Question 16

social class, ethnicity and ideal pupil?

Answer 16

-white middle class more likely sucessful
-teachers expect less from non white
-didnt see black as sucessful
-asian girls more successful

Question 16

how did rosenthal and jacobson provide evidence for self fulfilling prophecy?

Answer 16

-chose grp of students which teachers told were bright
-expected to make good progress
-altho they werent diff from other students
-they acc did make great progress than the others due to the label

Question 17

what were the issues with rosenthal and jacobsons research?

Answer 17

-deception and tampering with the childrens success

Question 17

how hartley and suttons research be problematic?

Answer 17

not representative- only kent

Question 17

how did hartley and sutton carry out their research and what was their conclusion?

Answer 17

• gender
  -140 kids and primary schls
  -first grp told boys dont do aswell as girls
  and 2nd group not told
  -first grp performed worse

Question 18

what did Ball(1981) say?(academic vs vocational)

Answer 18

-top stream students found were encouraged to achieve high
-encouraged to be more academic
-lower stream encouraged to follow vocational

Question 19

what did symth et al say(2006)?(working class zone out)

Answer 19

-lower stream ppl have more negative attitude towards schl
-more likely to disengage from schl
-find it too slow
-negative effect on their aspirtations

Question 20

what did sutton trust say (2010)?( not enough disadvantaged reaching high)

Answer 20

-while setting help to strecth bright pupils from poor backgrounds
-not enough reached top set
-streaming pupils favoured the middle class

Question 21

what did keddie say?(lower vs higher sets)

Answer 21

-not all students given same knowledge -teachers taught higher stream kids differently to lower stream(had to also behave and do more work) -lower stream students can underachieve as arent given the same knowledge

Question 22

what did gilborn and youdell say?

Answer 22

-working class & black kids more likely to be lower stream -unlikely to be higher tiers -limited achievement

Question 23

Evaluation of these peoples opinions?

Answer 23

-its not fully known why working class are labelled negative and middle class positive -small sample - 1 or 2 schls

Question 24

(pro and anti schl subclutures) what is a subculture?

Answer 24

-grp w diff norms and values to mainstream -smaller group within larger grp

Question 25

pro school subculture behaviour?

Answer 25

-punctual -hw on time -after school clubs -well dressed

Question 26

anti schl subculture behvaiour?

Answer 26

-fight -smoke -bunk -swear -not well dressed

Question 27

why might pupils behave anti or pro schl?

Answer 27

-teacher labels -older sibling/peer pressure/friends -parents attitude

Question 28

Mac an Ghail pro school subculture?

Answer 28

-found the 'academic achievers' and the 'new enterprisers' -'academic achievers were a grp of white middle class boys supported by parents and encouraged -their grp cared about achieving high and being best -'new enterprisers'= mix of white working class and asian boys who wanted to b better than their parents -did subjects like tech and computers to gain a career and bring financial gain.

Question 29

(anti school subcultures) what is a subculture of resistance?

Answer 29

-opposititon of academic aims -disrupt smooth running of school system -in return labelled as a failure

Question 30

how is willis study of the lads an example of anti schl subculture?

Answer 30

-opposed academic schooling -jus wanted a laugh -wanted to escape

Question 31

what did woods say on pupil adaptations?

Answer 31

- not all pupils respond the same to labels -intgration = become teachers pet -rebellion= reject school as a whole

Question 32

evaluation of interactionist (positive)

Answer 32

-recognise what happens IN school rather just pupils background,culture

Question 33

negatives of interactionist explaination?

Answer 33

-too deterministic= claim negative labels always hv negative effect -FULLER found that negative labels to black pupils made them want to work harder -dont explain why certain grps are negatively labelled e.g working class and black -dont account for outisde factors e.g culture, economic

Question 34

what is woods 1979 pupil adaptations scale?

Answer 34

-intgratiation(fully ideal pupil) -compliance(behaves well even when not happy) -opportunism(mostly good but takes chances) -ritualism(jus goes thru the motions) -retreatism -colonization(generally rejects school) -intransigence(trouble maker) -rebellion(againist school)

Question 35

1.labelling 2.stereotype 3.halo effect 4.hidden curriculum

Answer 35

1.attaching a meaning to an individual e.g troublemaker 2.simplified view or generalisation of a social grp 3.viewed favourably 4.not part of offcial curriculum

Question 36

5.ideal pupil 6.pivotal identity 7.streaming 8.setting

Answer 36

5.BECKER = pupils seen a the perfect pupil - normally middle class 6.identity pupil adopts as a result of being labelled 7.seperate kids of similar ability classes and teach seperate 8.students divided into grp of same ability in certain subjects

Question 37

9.self fulfilling prophecy 10.differentiation 11.polarisation 12.pupil adaptations

Answer 37

9.teacher gives label which becomes accepted 10.LACEY= how schls categorise pupils on basis of ability 11.Lacey= the affect of students being seperated into bottom and top and how it affects their outcome 12.WOODS= students may fall in between pro and anti school

Question 38

13.pro schl subculture 14.anti schl 15.subculture of resistance

Answer 38

13.grp which focus on ED 14.reject education, dont work hard 15.oppose mainstream culture