1. Value-added education and substance use
Wolf Markham
Paul Aveyard
Sherri Bisset

2. Talk outline
Outline of the theory
Application of the theory

3. Basis of theory The application of
Nussbaum’s Aristotelian interpretation of good human functioning which includes a focus of fundamental human needs and essential human capacities
Bernstein’s influential theory of cultural transmission

4. Bernstein's theory of cultural transmission
Instructional order
Regulatory order

5. Instructional order
Focuses on ability of pupils to contribute to future production through work
Aims are to relay knowledge and skills and influence pupils’ orientations to meaning

6. Regulatory order
Focuses on the conduct, character and manner of pupils
Aims to relay values and thus facilitate the attachment of pupils’ to the school and the internalisation of the values and beliefs of the school

7. What influences pupils’ response to the two orders
Socio-cultural origins of the pupil
Pupils’ friendship groups
Pupils expectations including expected future occupation
Pupils’ hopes and interests
Pupils’ view of the purpose of the school
School culture
Schools’ values
Schools’ hope and expectations

8. Classification and framing
Classification refers to boundaries
Framing refers to communication

9. Strongly classified and framed school
Strong boundaries within school and between the school and the outside world
High degree of specialism of teachers and subjects
Celebrated hierarchies within pupil population based on e.g. age, academic attainment and sporting prowess
Little pupil input into running of school

10. Pedagogy Teachers are viewed as the primary source of knowledge
The pedagogic practice focuses on the learner
The overriding concern of schooling is the instructional order and the main focus of the regulatory order is to facilitate the learner

11. Weakly classified and weakly framed school
School has strong links with the communities it serves and with outside agencies
Pupils involved in school-level decision making
Integrated curriculum

12. Pedagogy Pupils are viewed as sources of knowledge
Pupils encouraged to think that there are different ways of knowing
Greater input into the selection pacing and sequencing of classroom activities

13. Two studies provide the data
TTM-based smoking prevention/ cessation trial ( )
8352 adolescents in 52 schools
aged at baseline (Year 9)
89.1% followed up one year later
84.6% followed up two years later
3 computerised interventions in Year 9
Cross-sectional study- West Midlands Young People’s Lifestyle Survey (YPLS) 1995/6
25,781 pupils in 166 secondary schools
Years 7 (11-12), 9 (13-14), and 11 (15-16)

14. Measuring school culture?
Predicting the 5 A-Cs rate
Predicting the truancy rate
Gender, deprivation (Townsend, FSM, housing tenure), ethnicity

17. Base model + observed achievement scores 0.96 (0.91-1.02)d
OR (95%CI)
OR (95%CI
2, df, p
Base modelb
Achievement terms
5A-C
Truancy
Base model + observed achievement scores
0.96 ( )d
0.97 ( )e
2.4, 2, 0.30
Base model + observed achievement scores + pupil-level risk factorsc
1.01 ( )d
1.01 ( )e
0.2, 2, 0.91
Value-added (support and control) terms
High
Low
Base model + school culture
0.80 ( )
1.16 ( )
11.6, 1, <0.001
Base model + school culture + pupil-level risk factorsc
0.83 ( )
1.13 ( )
7.9, 1, 0.005

18. Does school culture influence pupils’ smoking?

19. Replication of the value-added terms in the trial data
OR (95% confidence interval) for a 1SD increase in value-added score
0.85 (0.73 to 0.99) at one year follow up
0.80 (0.71 to 0.91) at two year follow up
These effects lead to 27% fewer smokers in high value-added vs. low value-added at 2 years

20. Value-added effect smaller in those already smoking?
Very little evidence of this
At one year,
OR for value added term for baseline regular smokers=0.85 and 0.85 for baseline never smokers
At two years,
OR for value added term for baseline regular smokers=0.87 and 0.79 for baseline never smokers