social action

Question 1

Social Actionists view on society ?

Answer 1

• micro : individuals shape an docnstruct society
• interactions with individuals
• roles & relationships are negotiated
• humans have free will (autonomy)

Question 2

social action view on education?

Answer 2

• inside schools; classroom interactions
• meanings and motives that individuals give to their experiences of education
• undercover processes inside school & how students respond

Question 3

Rosenthal & Jacobson

labelling ?

Answer 3

• meaning/definition attatched to someone; positive or negative

Question 4

Rosenthal & Jacobson

labelling theory ?

Answer 4

• powerful affect on students outcomes, experiances & identity

Question 5

Rosenthal & Jacobson

self-fullfilling prophecy?

Answer 5

• living up to their label

Question 6

Rosenthal & Jacobson

study?

Answer 6

• told USA students that a standard IQ test could identify who would “spurt” ahead
• teachers believed this
• picked 20% randomly as spurters
• 1 year later, they’d made significant progress: self-fullfilling process)

Question 7

Rosenthal & Jacobson

methods link ?

Answer 7

• field experiment: can manipulate a natural situation, cause & effect relationship
• able to manipulate classroom interaction by labelling students as “spurters”
• researchers can’t control all possible factors, they can’t be certain they discovered the real cause of improved performance

Question 8

Rosenthal & Jacobson

evaluation of labelling?

Answer 8

• ignore wider structeral causes of W/C underachivement EG poverty
• students don’t passively accept label: self-negating prophecy

Question 9

Rosenthal & Jacobson

evaluation of study ?

Answer 9

• Ethical issues: deception

Question 10

Ball

banding, streaming & setting?

Answer 10

• Banding: based on students general ability across ALL subjects
• Streaming: differntiating students into groups based on percieved abilities
• Setting: based on ability in given subject

Question 11

Ball

Beachside comprehensive study?

Answer 11

• studied comprehensive school in proccess of abolishing banding
• polarising into pupil subcultures removed, influence of anti school subcultures declined
• However, teacher labelling & differentiation continued

Question 12

Sewell

pupil subculture?

Answer 12

• group who share norms & values, different to wider social group; pro-school, anti-school, or pro-education but anti school

Question 13

Sewell

study - loose cannons?

Answer 13

• studied responses & strategies black pupils adopt to cope with racism in school, teachers had a stereotype of “black machismo” : rebellious

Question 14

Sewell

boys responses? 4

Answer 14

1. rebels: anti-school
2. conformists: pro-school, avoid stereotypes
3. retreatists: isolated/disconnected
4. innovators: pro-education, anti-school

Question 15

Rutter

“15000 hours” study?

Answer 15

• good schools make a differencec to pupils life chances
• teachers well prepared for lessons
• teachers have high expectations for lessons
• teachers set examples of bahaviour: punctual
• praise & reward
• mixture of abilities & high ability