School Organisation/Processes

Question 1

school organisation/processes - interactionist perspective

Answer 1

find out how interactions influence behaviour and educational progress
small scale
qualitative

Question 2

school organisation/processes - school ethos

Answer 2

schools morals, values and beliefs

Question 3

school organisation/processes - features of school ethos

Answer 3

• pupils abilities valued to fulfil their potential
• academic, sporting, artistic achievements emphasised
• social, moral and spiritual development emphasised
• equal opportunities, no racism/sexism, multicultural education, special needs encouraged
• parents encouraged to get involved

Question 4

school organisation/processes - the hidden curriculum

Answer 4

overt curriculum
lessons learnt but not openly intended
transmission of certain norms, values and beliefs

Question 5

school organisation/processes - what does the hidden curriculum reflect?

Answer 5

school ethos
schools educational standards are assessed
e.g. some achievements valued more highly to encourage students

Question 6

school organisation/processes - teacher stereotyping

Answer 6

classifying students through labelling

this moulds student identities, affecting educational performance

Question 7

school organisation/processes - waterhouse

Answer 7

case study of 4 primary and secondary schools
labels become a pivotal identity (dominant category)
long-term implications for how teacher interacts with pupil

Question 8

school organisation/processes - ideal pupil

Answer 8

how a pupil behaves in a perfect teacher world

reference point for how teachers judge pupil

Question 9

school organisation/processes - teachers assessment of students ability

Answer 9

influenced by non-academic factors
based on the extent pupils conform to middle-class standards

Question 10

school organisation/processes - harvey & slatin

Answer 10

photographs of children from different ethnic/social backgrounds were shown to primary school teachers 
white, middle-class identifies as being more likely to succeed

Question 11

school organisation/processes - how are working-class children perceived?

Answer 11

lacking ability
unlikely to succeed
so denied opportunities

Question 12

school organisation/processes - ideal learner

Answer 12

characteristics pupils think teachers like

negatively/positively affects how they view themselves and their academic achievement

Question 13

school organisation/processes - speculation

Answer 13

teacher makes guesses about students based on appearance/enthusiasm

Question 14

school organisation/processes - elaboration

Answer 14

teacher tests their hypothesis about student

gradually confirmed or contradicted

Question 15

school organisation/processes - stabilisation

Answer 15

hypothesis about student is solidified

becomes fixed and stubbornly attached

Question 16

school organisation/processes - hargreaves et al

Answer 16

created 3 theories on labelling of teacher based on observations/interviews

• speculation
• elaboration
• stabilisation

Question 17

school organisation/processes - self-fulfilling prophecy

Answer 17

pupils bring their own image in line with the teachers expectations/predictions

Question 18

school organisation/processes - rosenthal and jacobson

Answer 18

students that were told by teaches they were bright made greater progress even though all students has similar ability

Question 19

school organisation/processes - hartley and sutton

Answer 19

140 primary students split into 2 groups
1. told boys do not perform well as girls
2. was not told anything
boys did worse in maths, reading and writing tests but girls performance was the same

Question 20

school organisation/processes evaluation - recognise importance of what happens inside schools

Answer 20

provides alternative explanation than blaming the pupil, family or material circumstance on educational failure

Question 21

school organisation/processes evaluation - too deterministic

Answer 21

having a negative label can encourage pupil to prove teacher wrong
fuller; black girls consciously reject negative label by achieving educational success without conforming to school ethos

Question 22

school organisation/processes evaluation - neglects distribution of power in society

Answer 22

doesn’t explain why teachers hold similar views on what counts as an ‘ideal pupil’ and why its related to social class, gender or ethnicity

Question 23

school organisation/processes evaluation - neglects factors outside of school

Answer 23

interactionist approach;
parents and media contribute to forming stereotypes which influence what happens inside schools
schools/teachers can’t be blamed for inequalities in wider society