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Becky Francis Nicole Craig Jeremy Hodgen Becky Taylor Antonina Tereshchenko Paul Connolly 《British Journal of Sociology of Education》2020,41(5):626-642
AbstractThe impact of self-fulfilling prophecy in education, and of attainment grouping on pupil self-perception, remain topics of longstanding debate, with important consequences for social in/justice. Focusing on self-confidence, this article draws on survey responses from 9,059 12-13 year olds who were tracked by subject (‘setting’). They provided survey responses when placed in ‘ability’ sets at the start of their secondary schooling, and again late the following year; enabling analysis of impact over time. After controlling for prior attainment, the gap in general self-confidence between students in the top and bottom sets for mathematics is shown to widen over time, and high set students’ self-confidence in English had also grown significantly; although there was not further widening in the cases of self-confidence in mathematics or in general self-confidence between students in the top and bottom sets for English. Implications of these findings for interventions directed at addressing educational disadvantage are discussed. 相似文献
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Immigration from Eastern European countries to Portugal is a recent phenomenon. Within the last decade, economic migrants from Ukraine, Russia, Romania and Moldova set up a number of supplementary schools across the country. No academic attention has been given to the phenomenon of supplementary ethnic schools in Portugal, whilst there is a growing interest in and beyond Europe in the ways they serve as cultural, social and political sources for identity negotiation, and structures for social capital formation in migrant communities. This study addresses this gap in knowledge. Drawing on a survey completed by 184 students between the ages of 12 and 20, attending eight Ukrainian supplementary schools, this paper contributes to wider international research through its mapping of the population of Ukrainian schools in Portugal and examining students’ reasons for attendance, highlighting both positive and negative aspects of their experiences. Recommendations are made for schools in light of the findings. 相似文献
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Antonina Grigorievna Khripkova 《Prospects》1970,1(1):30-34
The elaboration of problems of pedagogy, and the improvement of the processes of education and training call for serious theoretical
and experimental research. The development of new elements in a system of training and specially organized experiments are
undoubtedly needed. But one should always bear in mind that the peculiarity of pedagogy is that it is inalienably connected
with practical pedagogical work. Here one finds its source-and its area of application.
Soviet pedagogical science cannot fruitfully develop without close co-operation with teachers' work. The teacher is vital
for the success of education and the training of the younger generation. Soviet teachers devote their energies to educating
and instructing builders of a communist society. And in this respect they have accumulated a vast store of experience. This
experience is shared with the masses and is of primary importance in the complex sphere of education. The result of this advanced
pedagogical experience forms a solid basis for further progress in theory and is an effective means of improving educational
work in schools.
Antonina Grigorievna Khripkova, Vice-President and Corresponding Member of the U.S.S.R. Academy of Pedagogical Sciences, is
the author of more than sixty works in the field of education, among which arePhysiology of Man and Animals, Acceleration of Physical Development of Children and Adolescents, The Biological and the Social
in Human Development and Education, Talk on a Difficult Subject (on sexual education for pupils) andProblems of Sexual Education 相似文献
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Antonina Lukenchuk 《Distance Education》2016,37(1):130-136
This is a reflexive account of my experiences teaching online and blended doctoral research methodology courses and seminars. Vacillating between skepticism and affirmation, my thoughts mirror the many issues that arise from my daily professional practice and from what I have discovered in my quest to better understand the nature and workings of online and blended education through scholarly discourse. The purpose of sharing my experiences and points of view is to test a set of my truths among the community of experts on the subject. I refer to these truths as evocative discourses – emergent themes at the intersection of theory and practice of online and blended teaching and learning. 相似文献
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Anna Mazenod Becky Francis Louise Archer Jeremy Hodgen Becky Taylor Antonina Tereshchenko 《Cambridge Journal of Education》2019,49(1):53-68
‘Ability’ or attainment grouping can introduce an additional label that influences teachers’ expectations of students in specific attainment groups. This paper is based on a survey of 597 teachers across 82 schools and 34 teacher interviews in 10 schools undertaken as part of a large-scale mixed-methods study in England. The paper focuses on English and mathematics teachers’ expectations of secondary school students in lower attainment groups, and explores how low-attaining students are constructed as learners who benefit from specific approaches to learning justified through discourses of nurturing and protection. The authors argue that the adoption of different pedagogical approaches for groups of low-attaining learners to nurture them may in some cases be fostering dependency on teachers and cap opportunities for more independent learning. Furthermore, more inclusive whole-school learning-culture approaches may better allow for students across the attainment range to become independent learners. 相似文献
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Paul Connolly Becky Taylor Becky Francis Louise Archer Jeremy Hodgen Anna Mazenod Antonina Tereshchenko 《British Educational Research Journal》2019,45(4):873-897
Drawing upon data gathered from 9301 Year 7 students (12–13 years old) from 46 secondary schools in England, this study represents the first larger-scale attempt to compare their actual set allocations in maths with the counterfactual position where their allocation to sets is based solely on their prior attainment at the end of primary school [using their Key Stage 2 (KS2) fine-grained scores in maths]. Through such an analysis, the study found that nearly a third of students (31.2%) had been misallocated to lower or higher sets than their KS2 results would have warranted. Beyond this, school setting practices were found to exacerbate differences in set allocation in relation to gender and ethnicity, but not socioeconomic background. The odds of girls being misallocated to lower sets in maths than their prior attainment would warrant was found to be 1.5 times higher than that for boys. Similarly, the odds of Black students being misallocated to lower sets was 2.4 times higher than for White students, whilst the odds of Asian students being misallocated to lower maths sets was 1.7 times higher than for White students. The article concludes by reflecting on the significant role that setting by attainment in secondary school can play in exacerbating already established patterns of educational inequalities in gender and ethnicity. 相似文献