explanation of social class differences in educational achievement Introduction Sociologists have argued that social class differences in educational achievement can be explained in terms of 4 not necessarily mutually exclusive kinds of theory: IQ theory; theories emphasising social class differences in material circumstances; theories emphasising social class differences in subcultural attitudes and values; and theories emphasising the importance of within school labelling processes. Sociologists
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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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Assess sociological explanations of ethnic differences in educational achievement. (20) Tony Lawson and Joan Garrod (2000) define ethnic groups as ‘people who share common history, customs and identity, as well as, in most cases, language and religion, and who see themselves as a distinct unit.’ When talking about culture we use terms such as customs, language and religion that is, about all of the things that are learned, shared and valued by a social group. It is a mistake to think of ethnic
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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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Outline and assess the view that the role of the education system is to reproduce and transmit culture. This essay will outline and asses the view that the view that the role of the education system is to reproduce and transmit culture. According to Bourdieu, the major of the education system is cultural reproduction. This does involve society as a whole, as Durkheim argued, but, instead, the reproduction of the culture of the ‘dominant classes’. These groups have the power the power to
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Outline and assess the view that the role of the education system is to reproduce and transmit culture. This essay will outline and asses the view that the view that the role of the education system is to reproduce and transmit culture. According to Bourdieu, the major of the education system is cultural reproduction. This does involve society as a whole, as Durkheim argued, but, instead, the reproduction of the culture of the ‘dominant classes’. These groups have the power the power to
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Assessment and classroom learning By Black, Paul, Wiliam, Dylan, Assessment in Education: Principles, Policy & Practice Mar1998, Vol. 5, Issue 1 ABSTRACT This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to 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
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Assessment and classroom learning By Black, Paul, Wiliam, Dylan, Assessment in Education: Principles, Policy & Practice Mar1998, Vol. 5, Issue 1 ABSTRACT This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to 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
Words: 35394 - Pages: 142
Guidelines to Quality Criteria for ESD-Schools enhance the quality of Education for Sustainable Development SCHOOL DEVELOPMENT THROUGH ENVIRONMENTAL EDUCATION Guidelines to Quality Criteria for ESD-Schools enhance the quality of Education for Sustainable Development A document by the SEED and the ENSI networks for international debate Written by Søren Breiting, Michela Mayer and Finn Mogensen 1 Imprint: “Quality Criteria for ESD-Schools” Guidelines to enhance the quality of
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Moderate assessment Department of Education Moderate assessment A module of the Advanced Certificate: Education (School Management and Leadership) © Department of Education 2008 Creative Commons License The copyright for this work is held by the Department of Education. However, to maximise distribution and application, the work is licensed under the Creative Commons License. This allows you to copy, distribute, and display the work under the following conditions: By attribution.
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