...Education and differences in educational achievement- past questions and mark schemes (CLASS, GENDER and ETHNICITY) January 2006 (a) Explain what is meant by cultural capital. (Item 1A, line 8). (2 marks) Two marks for an appropriate explanation or definition, such as the values, knowledge, attitudes, skills, tastes etc. possessed by the upper/middle class, or the values, knowledge etc. that give one class an educational advantage. (c) Identify three features of the restricted speech code (Item 1A, lines 10-11). (6 marks) Two marks for each of three appropriate features identified, such as: • used by the working class; • short/incomplete sentences; • often reduced to gestures; • context-bound/particularistic meanings/speaker assumes audience shares same frame of reference; • not used in education; • a product of repetitive, unskilled work; • a product of positional/rigid family structures. (e) Examine the reasons why females now tend to achieve more than males in the education system. (20 marks) Candidates will consider a range of reasons, such as the impact of feminism, equal opportunities policies, role models, changes in the family and work, changes in the curriculum and assessment, changes in girls aspirations, teacher attention and classroom interaction, selection, league tables etc. Concepts and issues such as meritocracy, patriarchy, pupil subcultures, labelling, de-industrialisation, marketisation, the hidden curriculum...
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...Documents on NQ Online can be downloaded free. However, where the publications are the copyright of Learning and Teaching Scotland, educational establishments in Scotland may reproduce them in whole or in part provided that the source is acknowledged and that no profit accrues at any stage. Other users of these publications should contact Learning and Teaching Scotland before reproducing any of them. Please note all rights held by the former Higher Still Development Unit continue to be held by Learning and Teaching Scotland. Contents Statement of Standards 3 Guide to Learning and Teaching Pack 7 Introduction to the Unit and Learning and Teaching Approaches 8 Class stratification 9 Recommended reading and recommended websites for class stratification 10 Introduction to social stratification 11 Class stratification 15 Functionalist theory of class stratification 24 Summary of functionalism 29 Marxist theory of class stratification 33 Summary of Marxism 39 Weberian theory of class stratification 42 Summary of Weberianism 47 Aspect: social mobility 50 Aspect: social closure 52 Practice exam essay question...
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... | |E.Durkheim and T.Parsons |Passing on society’s culture: this then unites people together by giving them shared values (value consensus). | | |According to Durkheim schools are societies in miniature - he argues that the key role of education was to teach | | |children moral responsibilities in order to promote social solidarity. Education provides secondary socialisation. | | |(Meaning the teaching of norms and values of society) to add to the primary socialisation provided by the family. | | |Examples of the values that education teaches to children include the importance of achievement, meritocracy and | | |competition. | | | | | |Provides a bridge between particularistic values and ascribed status of the family and the universalistic values e.g. | | |hard work, meritocracy and achieved...
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...1060 – Wider Professional Practice (WPP) Task 1 (a): With reference to wider reading, analyse and evaluate the concept of professionalism and core professional values in the lifelong learning sector. A ‘professional’ is defined by businessdictionary (2013) as: “Person formally certified by a professional body of belonging to a specific profession by virtue of having completed a required course of studies and/or practice. And whose competence can usually be measured against an established set of standards.” Using this definition do teachers in the lifelong learning sector qualify as professionals? Prior to 2007 teachers did not have a professional body. In 2007 the Institute for Learning (IfL) was established and this is now the independent professional body for everybody working in the sector of further education (FE) and skills, with membership then becoming a requirement. The IfL drew up a Code of Professional Practice in 2008, outlining the expected behaviour of members and qualifications which were approved by parliament (IfL 2013). In addition membership confirmed a commitment to continuous professional development (CPD), a commonly recognised element of professional status. In 2009 Qualified Teacher Learning and Skills (QTLS) status became a recognised professional status, followed by awards in 2012 and recognised members now being qualified to work in schools. Looking at the given definition of a ‘professional’, it can easily be defended that teachers in...
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...strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of' the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice. Introduction One of the outstanding features of studies of assessment in recent years has been the shift in the focus of attention, towards greater interest in the interactions between assessment and classroom learning and away from concentration on the properties of restricted forms of test which are only weakly linked to the learning experiences of" students. This shift has been coupled with many expressions of hope that improvement in classroom assessment will make a strong contribution to the improvement of learning. So one main purpose of this review is to survey the evidence which might show whether or not such hope is justified. A second purpose is to see whether the theoretical and practical issues associated with assessment for learning can be illuminated by a synthesis of the insights arising amongst the diverse studies that have been reported. The purpose of this Introduction is to clarify some of the key terminology...
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...College London. Acknowledgements The project team wishes to acknowledge the support of Becta (the British Educational Communications and Technology Agency) for initiating and funding this project on behalf of the Department for Education and Skills (DfES), and the ongoing advice, encouragement and support which we have received, in particular from Malcolm Hunt, Head of Evidence and Research, Becta, and from Andrew Jones and Michael Harris, Education Officers, Becta. The team would also like to acknowledge the support and advice received from academic and administrative colleagues at King’s College London and at the University of Leeds. Version 1, January 2004 © Becta 2004 http://www.becta.org.uk page 1 of 58 Becta | A review of the research literature relating to ICT and attainment Contents Executive Summary 1 2 3 4 Introduction Evidence of the effects of ICT on attainment Factors affecting attainment Research methods to measure ICT and attainment 4 4 7 8 Main Report 1 2 3 4 4.1 4.2 4.3 4.4 5 6 6.1 Background Introduction Aims of the study Methodology Literature search procedures Combining existing literature reviews and creating a framework Deciding the criteria for the selection of the literature sources Identifying and prioritising the range of journals to be reviewed Literature Review Data Sources Results of the...
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...strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of' the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice. Introduction One of the outstanding features of studies of assessment in recent years has been the shift in the focus of attention, towards greater interest in the interactions between assessment and classroom learning and away from concentration on the properties of restricted forms of test which are only weakly linked to the learning experiences of" students. This shift has been coupled with many expressions of hope that improvement in classroom assessment will make a strong contribution to the improvement of learning. So one main purpose of this review is to survey the evidence which might show whether or not such hope is justified. A second purpose is to see whether the theoretical and practical issues associated with assessment for learning can be illuminated by a synthesis of the insights arising amongst the diverse studies that have been reported. The purpose of this Introduction is to clarify some of the key terminology...
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...Educational Sciences: Theory & Practice - 13(4) • 2059-2070 © 2013 Educational Consultancy and Research Center www.edam.com.tr/estp DOI: 10.12738/estp.2013.4.1681 How do Thinking Styles Influence Collaborative Dispositions? A Study on the Relationships between Thinking Styles and Collaborative Dispositions for Youngsters in Taiwan a b Mingchang WU Shihuei HO National Yunlin University of Science and Technology Taipei Municipal University of Edcation c d Hsiuhsu LIN Wenlung CHANG Chaoyang University of Technology National Yunlin University of Science and Technology e Lihua CHEN National Yunlin University of Science and Technology Abstract Collaboration dispositions keep attracting high attention in the business world for organizational competition and teamwork efficiency. Educators also highly value the cultivation of youngsters’ thinking strategies and styles which facilitate their learning performance and even career achievement. This study was conducted to identify the relationship among thinking styles (including positive thinking and negative thinking) and collaborative dispositions. Three self-rating instruments were employed to survey 901 college students’ experience as research data. A series of analyses on the reliability and validity of instruments were conducted to validate the measurement model. The SEM analysis results indicated the structural model and the influences of both thinking styles on the youngsters’ collaborative dispositions. In addition,...
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...Grading Systems - SCHOOL, HIGHER EDUCATION Tweet students grades teachers learning ------------------------------------------------- Top of Form Search All U.S. Universities Bottom of Form ------------------------------------------------- Top of Form Bottom of Form SCHOOL Thomas R. Guskey HIGHER EDUCATION Howard R. Pollio SCHOOL Few issues have created more controversy among educators than those associated with grading and reporting student learning. Despite the many debates and multitudes of studies, however, prescriptions for best practice remain elusive. Although teachers generally try to develop grading policies that are honest and fair, strong evidence shows that their practices vary widely, even among those who teach at the same grade level within the same school. In essence, grading is an exercise in professional judgment on the part of teachers. It involves the collection and evaluation of evidence on students' achievement or performance over a specified period of time, such as nine weeks, an academic semester, or entire school year. Through this process, various types of descriptive information and measures of students' performance are converted into grades or marks that summarize students' accomplishments. Although some educators distinguish between grades and marks, most consider these terms synonymous. Both imply a set of symbols, words, or numbers that are used to designate different levels of achievement or performance. They might be letter grades such as A...
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...Toward a Public Secondary School in the 21st Century Nadia Bryden November 7, 2012 Abstract The educational community has long been familiar with the Montessori method for its international ability to remediate or engage children who are, for any number of reasons, not suited to traditional public schooling. This paper examines the basis of the need for alternative schooling, outlines the development and evolution of the Montessori method and philosophy, and validates the methodology in research, providing a side-by-side comparison for examination of relative strengths and weaknesses of the program. For 21st century school reformists seeking alternative methods of education or an individualized, child-centered curriculum, Montessori presents itself as an adaptive, hands-on, future-friendly option for the democratic community as it evolves toward offering a full preschool to secondary public program. Keywords: Montessori, constructivism, independence, Dewey, progressive, alternative education Montessori: Evolving Toward a Public Secondary School in the 21st Century Since the time of early philosophers such as Socrates, Aristotle and Plato, to whom we can trace the traditional subjects of the common core curriculum, there have been heated political and social debates surrounding the field of education. Rather than being discouraged by their recurrent nature, academic planners and developers must examine these questions anew to refresh our views and test our assumptions...
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...RELATED LITERATURE Educational achievement of students demands urgent attention to attain their goals. A numerous researches have been conducted to contribute to determine the predictors of educational success of college students. A research work always takes the advantages of the information and the knowledge that had been accumulated in the past as a result of constant research endeavour by mankind. According to Koul (2009) research can never be undertaken in the isolation of the work that has already been done on the problems related to the study propose by any researcher. Every researcher reviewed the related literature from the different resources that includes research journal, articles, books, magazines, encyclopedias, dissertations, abstracts, international year books, theses and most important in the present era the internet access. The detailed account of review of related literature pertaining to variables under study, namely academic achievement, parental encouragement, achievement motivation and intelligence is presented here under. 2.1 STUDIES RELATED TO ACADEMIC ACHIEVEMENT Krishnan (1977) conducted a study on non-intellectual factors and their influence on academic achievement. The sample comprised of 180 students of sixth to ninth class studying in central school Tirupati and was divided into three groups depending on their parents‟ education as high, middle and low. The results indicated that parents‟ educational status had significant...
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...ACADEMIC ACHIEVEMENT IN A RURAL STATE A Dissertation Presented by Michael Kornfeld to The Faculty of the Graduate College of The University of Vermont In Partial Fulfillment of the Requirements for the Degree of Doctor of Education Specializing in Educational Leadership and Policy Studies February, 2010 Accepted by the Faculty of the Graduate College, The University of Vermont, in partial fulfillment of the requirements for the degree of Doctor of Education specializing in Educational Leadership and Policy Studies. Dissertation Examination Committee: Advisor Sean M. Hurley, Ph.D. ~'W 11 Uo,~~, Patricia A. Stokowski, Ph.D. Chairperson Patricia A. Stokowski, Ph.D. Associate Dean, Graduate College Date: November 30, 2009 ABSTRACT The thesis addresses the relationship of class size to student performance in a rural state. It presents findings from a longitudinal study of a cohort of students who were tested with state assessments at grade 4 in 2000, again at grade 8 in 2004 and, finally at grade 10 in 2006. Graduation rates for five large-class sized schools and five small-class sized school populations were established in 2008. All scores (n=1137) were matched across time enabling students from similar socioeconomic backgrounds from schools that were considered small (average class size, n=11) to schools that were large (average, n= 20). The paper’s focus is on the extent that students from schools that maintained large and small classes differed...
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...March 2000; accepted 31 August 2000 Abstract: A constructivist framework was used in conjunction with an interpretive methodology to investigate the effect of an intervention using the metaphor ``learning is constructing'' on students' metacognition and learning processes. The metaphor was used to communicate with students regarding learning processes consistent with constructivism. Students were initially found to be generally non-metacognitive regarding their learning processes. Despite some students possessing metacognitive knowledge consistent with a constructivist learning orientation, their pre-intervention views and preferences in relation to teaching and learning were predominantly consistent with transmission models. The effect of the intervention on students' metacognition was variable. Some students became increasingly metacognitive and reported evidence of revision of their learning processes. Others reported little or no effect. The effects of the intervention can be partially explained by considering changes to students' metacognition as conceptual change. However, this study also shows that contextual factors are key determinants of students' propensity to enhance their metacognition and learning processes. This study highlights the potential of using metaphor as a means to assist teachers and students develop a shared language of learning in classroom settings. ß 2001 John Wiley & Sons, Inc....
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-191D-0000191E DEVELOPING LEARNERS JEANNE ELLIS ORMROD Professor Emerita, University of Northern Colorado EIGHTH EDITION ISBN 1-256-96292-9 Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Educational Psychology: Developing Learners, Eighth Edition, by Jeanne Ellis Ormrod. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President and Editorial Director: Jeffery W. Johnston Vice President and Publisher: Kevin Davis Editorial Assistant: Lauren Carlson Development Editor: Christina Robb Vice President, Director of Marketing: Margaret Waples Marketing Manager: Joanna Sabella Senior Managing Editor: Pamela D. Bennett Project Manager: Kerry Rubadue Senior Operations Supervisor: Matthew Ottenweller Senior Art Director: Diane Lorenzo Text Designer: Candace Rowley Cover Designer:...
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...DEPARTMENT OF SCIENCE EDUCATION UNIVERSITY OF NIGERIA, NSUKKA EFFECT OF STUDENTS’ IMPROVISED INSTRUCTIONAL MATERIALS ON SENIOR SECONDARY SCHOOL STUDENTS’ACHIEVEMENT IN BIOLOGY. BY MBEREKPE AUGUSTINE, CHUKWUNYEREMUNWA REG NO: PG/M.ED/09/50813 SUPVERISOR: PROF: U. M. NZEWI JANUARY, 2013 CHAPTER ONE INTRODUCTION Background of the Study Science has been reorganized as the bedrock on which modern day technological breakthrough is hanged. The major goal of science education is to develop scientifically literate individuals that are concerned with high competence for rational thoughts and actions. The objectives of science education in this country according to Maduekwe (2006) include the need to prepare students to: Observe and explore the environment, explain simple natural phenomena, develop scientific attitudes including curiosity, critical reflection and objectivity, apply the skills and knowledge gained through science to solve everyday problems in the environment, develop self-confidence and self-reliance through problem solving activities in science. Nowadays, countries all over the world, especially the developing ones like Nigeria, are striving hard to develop technologically and scientifically, since the world is turning Scientific and all proper functioning of lives depend greatly on Science. According to Ogunleye (2006), Science is a dynamic human activity concerned...
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