Assess the view that factors and processes within the school are the main cause of differences in the educational achievement of different social groups. It is clear that there are differences in educational achievement of certain social groups, such as gender, ethnicity, and social class. Some may argue that this is due to internal factors, reasons from within the education system. However, others argue that the differences are due to external factors, which occur outside of the education system
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Item A & Elsewhere, Assess The View That Factors & Processes Within The School Are The Main Cause Of Differences In The Educational Achievement Of Different Social Groups: The cause of differences in the educational achievement of different social groups can be asssigned to various social areas. One example is that of gender within school; the level of success in a child’s education can vary greatly depending on how a boy or girl is treated throughout their school life compared to the
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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
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as equal opportunity or a system in which rewards are based on achievement/ability or similar. Partial answer: [fair rewards] • Immediate gratification: wanting rewards now, or leaving school as soon as possible to get a job, or similar. • Cultural capital: the values, etc that the middle class transmit to their children or that confer advantage in the education system. • Compensatory education: additional educational opportunities/resources directed at deprived or under-achieving
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elsewhere, assess the view that factors and processes within the school are the main cause of differences in the educational achievement of different social classes: There are many internal factors which affect the educational achievement of children within a school. Internal factor are factors inside the education system which explain class differences in achievement, such as poor teaching, type of school and how students are treated. Labelling plays an important role in different achievement between
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questions 0 5 . to 0 Total for this section: 90 marks Education Read Item A below and answer questions 0 1 to 0 4 that follow. Item A According to some sociologists, cultural factors are the most important cause of social class differences in educational achievement. In their view, there are deep-rooted differences between working-class and middle-class subcultures. For example, they argue that working-class subculture encourages fatalism and collectivism, whereas middle-class
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questions 0 5 . to 0 Total for this section: 90 marks Education Read Item A below and answer questions 0 1 to 0 4 that follow. Item A According to some sociologists, cultural factors are the most important cause of social class differences in educational achievement. In their view, there are deep-rooted differences between working-class and middle-class subcultures. For example, they argue that working-class subculture encourages fatalism and collectivism, whereas middle-class
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the view that social class differences in educational underachievement are the result of school processes such as labelling will be assessed. Internal and external factors will be assessed with the use of researchers such as: Bernstein, Bereiter & Engelmann, Keddie and Howard. Internal factors such as labelling have been shown to effect education achievement. To label someone is to attach a meaning or definition to them. Becker carried out a study on labelling on 60 Chicago high school teachers
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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
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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
Words: 35394 - Pages: 142
