Theorists internal factors

Question 1

Rosenthal and Jacobson - self-fulfilling prophecy

Answer 1

Examined effects of teachers definitions of pupils
- identified ‘spurters’ likely to progress - year later they did.
- result was self-fulfilling prophecy as students progress was due to the way they were defined.
- prophecy may result if individuals begin to act in accordance with the image of themselves projected by others.

Question 2

Fuller’s Self-negating Prophecy A03

Answer 2

studied a group of black girls in London 1980s
- girls represented negative stereotypes associated with being female + black.
- people expected them to fail, which led them to ensure academic success to overthrow the stereotypes.

Question 3

Hargreaves A03

Answer 3

argues whether the label ‘sticks’
- if its accepted by the pupil, how often they’re labelled, and if the opinion of the teacher matters then the label is ensured to ‘stick’

Question 4

Becker’s Ideal Pupil

Answer 4

interviewed 60 Chicago teachers, suggested there is a tendency to teachers sharing an image of the ideal pupil.
‘ideal pupil’ = is motivated, hard-working, and intelligent.
- typically labelled as this are middle class pupils
- w/c are often labelled as the complete opposite.

Question 5

Pupil Subcultures

Answer 5

subcultures - pro/anti - may vary in accordance to gender, ethnicity and gender.
- pupils subculture = groups of students sharing values, norms and behaviours which creates a sense of belonging and identity during school.

Question 6

Willis - Anti-school Subculture

Answer 6

found typical anti-school subculture among w/c ‘lads’ ( typically black Caribbean + white British ) in Comprehensive schools who oppose pro-school subculture values.

Question 7

Ball - Beachside Comprehensive

Answer 7

3 year field work as participant observer, found teachers expectations ands bands were taught differently and encouraged students in different routes.
Concluded strong link between banding and performance.
- Band 1 = hard working etc.
- Band 2 = Disruptive etc.
- Band 3 = good behaviour wise but have
learning difficulties.

Question 8

Keddie - Unequal Classroom Knowledge

Answer 8

Knowledge taught by teachers were giving unequally by the means of sets and streaming.
- sets were taught different ( better and efficiently ) in higher sets as opposed to lower - these were the ‘bright’ students

Question 9

Gilborn and Youdell - Educational Triage

Answer 9

focuses on top and middle sets to increase schools positions in League Tables.
- these top and middle sets will be encouraged to achieve higher and will have an advantage.
- lower sets will only be advised to ‘pass’

Question 10

Hargreaves - Negotiation

Answer 10

As Interactionists reject structuralists assumption that roles are fixed and determined, they believe these are negotiated through social interactions
- negotiations of teachers are reinforced due to their authority
- the classrooms is a negotiated order based on a consensus worked between teachers and pupils.

Question 11

Lacey - Differentiation and Polarisations

Answer 11

middle-class schools have 2 processes:
- differentiation = schools having high value of pro-school subculture e.g. academic success, behaviour etc.
- polarisation = process by how students pick one of the ‘poles’ - anti/pro-school subcultures
–>this is how school performance is affected.