Download presentation
Presentation is loading. Please wait.
1
Education Click here to get started Revision Guide
2
Education Revision Topics
Click on the links to access your chosen revision topic Class Differences in Achievement Ethnic Differences in Achievement Gender Differences in Achievement Roles/Functions of Education Perspectives on Education Education Policy and Inequality Education Exam Questions EXTERNAL FACTORS INTERNAL FACTORS EXTERNAL FACTORS INTERNAL FACTORS EXTERNAL FACTORS INTERNAL FACTORS SUBJECT CHOICE FUNCTIONALISTS NEW RIGHT MARXISTS FEMINISTS INTERACTIONISTS MAIN PHASES NEW LABOUR RECENT POLICIES ITEM A Q - 01 Q - 02 Q - 03 Q - 04
3
Class differences in achievement
External Factors MATERIAL FACTORS CULTURAL FACTORS CULTURAL CAPITAL Housing Diet and Health Financial Support & Cost of Education Intellectual Development Language Attitudes and Values To Contents
4
Class differences in achievement
Internal Factors LABELLING THEORY SELF-FULFILLING PROPHECY PUPIL SUBCULTURES MARKETISATION AND SELECTION POLICIES Primary Schools Secondary Schools High & Low Status Knowledge Teacher Expectations Streaming and S.F.P Differentiation & Polarisation Abolishing Streaming A-C Economy & Educational Triage Competition and Selection Other Pupil Responses To Contents
5
Ethnic differences in achievement
External Factors MATERIAL DEPRIVATION & CLASS CULTURAL Housing Diet and Health Financial Support & Cost of Education Intellectual and Linguistic Skills Family structure and Parental Suport Attitudes and Values RACISM IN WIDER SOCIETY Causes Poverty To Contents
6
Ethnic differences in achievement
Internal Factors LABELLING & TEACHER RACISM PUPIL RESPONSES & SUBCULTURES SELECTION & SEGREGATION INSTITUTIONAL THE ETHNOCENTRIC CURRICULUM To Contents
7
Gender differences in achievement
External Factors The Impact of Feminism Changes in the Family Girls’ Changing Ambitions Changes in Women’s Employment To Contents
8
Gender differences in achievement
Internal Factors WHY DO BOYS UNDERACHIEVE? WHY DO GIRLS DO BETTER? Equal Opportunities Policies Positive role models In schools Selection and League Tables GCSE & coursework Teacher attention & Classroom interaction Challenging Stereotypes in the Curriculum Boys & Literacy Globalisation & The Decline of traditional Men’s jobs Feminisation Of Education Shortage of Male Primary School Teachers ‘Laddish’ subcultures To Contents
9
Subject Choice & Gender Identity
Differences Between Girls & Boys Subject Choice Gender Identity Early Socialisation Gendered Images Peer Pressure Career Opportunities Verbal Abuse Male Peer Groups The Male Gaze Teachers & Discipline Double Standards To Contents
10
Roles/Functions of Education
Functionalists Durkheim Parsons SOCIAL SOLIDARITY MERITOCRACY Davis & Moore ROLE ALLOCATION SPECIALIST SKILLS To Contents
11
Roles/Functions of Education
To Contents New Right Chubb & Moe CONSUMER CHOICE FRAMEWORK OF COMPETITION TRANSMISSION OF SHARED CULTURE
12
Roles/Functions of Education
Marxists Althusser Bowles & Gintis Ideological State Apparatus MYTH of MERITOCRACY Willis ROLE ALLOCATION Reproduction of Inequality Legitimation HIDDEN CURRICULUM CORRESPONDANCE PRINCIPLE To Contents
13
Perspectives on Education
To Contents Feminists Liberal Radical Positive changes so far – moving towards meritocracy Education system still Patriarchal
14
Perspectives on Education
Interactionists MICRO Interactions between pupils & teachers Teachers affect Self-esteem Teachers play Crucial role in Students’ success To Contents
15
Education Policy and Inequality
To Contents The Main Phases The Tripartite System Comprehensive Marketisation & Parentocracy Reproduction of Inequality Exam League Tables Funding Formula Myth of
16
Education Policy and Inequality
To Contents To more recent policies New Labour Policies Reducing Inequality Promoting Diversity & Choice Postmodernism & New Labour Policies Relating To Gender & Ethnicity GIST WISE Assimilation Multi-cultural Ed. Social Inclusion EAZ Aim Higher EMA School til 18 Specialist Schools Academies
17
Material Deprivation Studies
Howard (2001) People from poorer homes have lower intake of vitamins & energy which affects concentration Ridge (2002) Children in poverty take on jobs which impacts on education
18
Evaluation of Material Deprivation
Cultural Factors Intellectual Development Language Attitudes & Values Internal (In-school) Factors and Processes Labelling & S.F.P Pupil subcultures Setting & Streaming Marketisation & Selection Policies BACK
19
Cultural Deprivation Studies
Douglas (1964) w/c parents less likely to stimulate intellectual development by reading at home etc. Bernstein (1975) Speech codes Hyman (1967) W/c beliefs are ‘self-imposed barrier to success’ Sugarman (1970) Working class subculture: Fatalism/collectivism/immediate gratification/present-time orientation
20
Evaluation of Cultural Deprivation
Keddie (1973) ‘Myth of Cultural Deprivation’ w/c not culturally deprived – they have their own culture Material Factors Housing Diet & Health Financial Support & the Cost of Education Internal (In-school) Factors and Processes Labelling & S.F.P Pupil subcultures Setting & Streaming Marketisation & Selection Policies BACK
21
Cultural Capital Studies
Bourdieu (1984) 3 types of Capital: Cultural, Educational, Economic Gewirtz (1995) Those with higher cultural capital more likely to benefit from marketisation and increased parental choice.
22
Evaluation of Cultural Capital
Sullivan (2001) Pupils with greater cultural capital more likely to succeed at GCSE BUT… w/c pupils with same level of cultural capital still did worse SO… Cultural capital cannot be the only factor to blame for differences in educational achievement BACK
23
Labelling Studies Becker (1971) Cicourel and Kitsuse (1963)
Ideal pupil Cicourel and Kitsuse (1963) Educational Counsellors Ray Rist (1970) Tigers, Cardinals and Clowns Gillborn and Youdell (2001) W/C and black pupils more likely to be perceived as low ability and put in low sets Keddie (1971) High and Low Status Knowledge in different sets
24
Evaluation of Labelling theory
Too deterministic Assumes pupils have no choice but to fulfil labels Fuller (1984) Black girls who rejected negative labels and succeeded Marxists Labelling theory ignores wider structures of power – inequality of education system to blame for w/c underachievement, not teachers/labels themselves. BACK
25
Self Fulfilling Prophecy Studies
Rosenthal & Jacobsen (1968) Teacher Expectations – the spurters Douglas Children in low streams IQ declines, but in high streams IQ improves
26
Evaluation of Labelling theory
Too deterministic Assumes pupils have no choice but to fulfil labels Fuller (1984) Black girls who rejected negative labels and succeeded Marxists Labelling theory ignores wider structures of power – inequality of education system to blame for w/c underachievement, not teachers/labels themselves. BACK
27
Pupil Subculture Studies
Lacey (1970) Differentiation and Polarisation – pro- school and anti-school subcultures Hargreaves (1967) Delinquent subculture – helped guarantee failure Woods (1979) Ingratiation, ritualism, retreatism, rebellion
28
Evaluation of Pupil Subcultures
Furlong (1984) Students respond differently with different teachers BACK
29
Material Deprivation & Class Studies
Flaherty (2004) Pakistani and Bangladeshi’s more likely to suffer from poverty and related material deprivation BACK
30
Cultural Deprivation Studies
Bereiter & Engelmann Language of low-income black American families inadequate for educational success Moynihan (1965) Black lone parent families – no father figure leads to lack of care as mother has to work Driver and Ballard (1981) Asian family structures bring educational benefits
31
Evaluation of Cultural Deprivation
BACK Swann Report (1985) Language not a major factor in under-achievement. Driver (1977) Cultural deprivation theory ignores positive effects of ethnicity on achievement Lawrence (1982) Black pupils fail because of racism not weak culture Keddie Cultural deprivation is a victim-blaming theory.
32
Labelling & Teacher Racism Studies
Gillborn and Youdell (2000) Teacher’s racialised expectations of black pupils Wright (1992) Ethnocentrism leads to teachers treating asian pupils differently BACK
33
Pupil responses & subcultures
Fuller (1984) Rejection of negative labels Mac an Ghaill (1992) Labelling does not always produce self-fulfilling prophecy Mirza (1992) 3 types of teacher racism: colour-blind, liberal chauvinists, overt-racists Sewell (1988) Rebels, conformists, retreatists, innovators
34
Evaluation of labelling and pupil responses
Mirza Strategies devised to avoid teacher racism may limit opportunities Danger of blaming teacher racism, and ignoring wider problems within wider society. BACK
35
The ethnocentric curriculum studies
Troyna and Williams (1986) British curriculum gives priority to white culture Ball (1994) National curriculum promotes ‘little Englandism’ Coard (2005) British history lessons undermine self-esteem of ethnic minority pupils BACK
36
Institutional Racism Studies
Troyna and Williams Schools and colleges routinely discriminate against ethnic minorities Hatcher (1996) School governing bodies give race issues low priority and do not deal with racist behaviour BACK
37
Selection and Segregation Studies
Gillborn (1997) Marketisation has given schools more scope for selection putting minorities at a disadvantage The Commission for Racial Equality (1993) Racist school admission procedures mean ethnic minorities end up in poorer schools BACK
38
Impact of Feminism Studies
McRobbie (1994) Comparison of girls magazines from 70’s and 90’s BACK
39
Changes in the Family Increase divorce rate Increase in co-habitation
Decrease in first marriages Increase in lone-parent families Smaller families BACK
40
Changes in Women’s employment
1970 Equal Pay Act More women in employment Pay gap has decreased Women now breaking through ‘glass ceiling’ BACK
41
Girls’ changing ambitions studies
Sharpe (1994) Comparison of interviews on girls ambitions from 70’s and 90’s Francis (2001) Girls had high ambitions – few saw future in traditional ‘female’ jobs. BACK
42
Early socialisation studies
Norman (1988) Boys and girls treated differently according to sex Byrne (1979) Teachers encourage different behaviours Murphy and Elwood (1998) Different tastes in reading lead to different subject choices Browne and Ross (1991) Gender domains BACK
43
Gendered subject images studies
Kelly (1988) Science seen as boys subject Colley (1998) Computer studies seen as masculine DfES (2007) Pupils as single sex schools hold less stereotyped subject images BACK
44
Peer Pressure studies Paetcher (1998) Dewar (1990)
Girls who choose sport have to go against stereotype Dewar (1990) Male students call sporty girls butch or lesbian BACK
45
Boys and Literacy studies
DCSF (2007) Gender gap is down to boys’ poorer literacy & language skills BACK
46
Feminisation of education studies
Sewell Boys fall behind as education has become feminised BACK
47
Shortage of male primary school teachers studies
DfES (2007) Men make up only 16% of primary school teachers Yougov (2007) 42% of 8-11 boys say male teachers make them work harder Francis (2006) 2/3 of 7-8 year olds say teacher gender makes no difference BACK
48
‘Laddish’ subcultures studies
Epstein (1998) W/C boys likely to be bullied and subject to homophobic abuse if they are seen as ‘swots’ Francis (2001) Boys more worried about being swots than girls BACK
49
Equal opportunities policies studies
Boaler (1998) Impact of equal opp’s policies main reason for change in girls’ achievement BACK
50
Positive role models in schools studies
DfES (2007) Increase in numbers of female teachers and head teachers BACK
51
GCSE and Coursework studies
Gorard (2005) Gender gap was constant until introduction of coursework Mitsos and Browne (1998) Girls better at coursework than boys as more conscientious BACK
52
Teacher attention studies
Spender (1983) Teachers spend more time interacting with boys French & French (1993) Boys only received more attention because of reprimands Francis (2001) Boys felt picked on and disciplined more harshly Swann and Graddol (1994) Way teachers interact with girls more positive as focussed on schoolwork not behaviour Swann (1998) Boys dominate whole class discussion – girls better at listening and co-operating BACK
53
Challenging stereotypes in the curriculum studies
Weiner (1995) Since 80’s teachers have challenged gender stereotypes in academic resources BACK
54
Selection and League Tables studies
Jackson (1998) Girls a better prospect for high achieving schools Slee (1998) Boys seen a ‘liability’ students and unattractive to schools because of behaviour problems BACK
55
Recent Educational Policies
Rise in Tuition Fees Scrapping of E.M.A. English Baccalaureate Check the news for any current changes to the education system – this will be very useful for your exam BACK
56
Item A Always read and highlight key parts
To Contents Always read and highlight key parts Is there to trigger your memory and give you a hook into your essays You must refer to it Develop it, but don’t copy it
57
Question 01 2 Marks available Define a key term:
To Contents 2 Marks available Define a key term: E.g. “What is meant by….” Should be one good sentence – NO MORE!!
58
Question 02 6 marks available Suggest or Identify 3 things
Contents 6 marks available Suggest or Identify 3 things No explanation needed Simple bullet points fine Don’t waste time by writing loads here!
59
Question 03 12 marks available
To Contents 12 marks available Mini essay – intro and conclusion needed You need to show some evaluation i.e. an alternative view/argument
60
Question 04 20 marks available A good essay will have:
To Contents 20 marks available A good essay will have: Intro Main Body – including analysis & evaluation Conclusion Stay focused by referring to question throughout Use the item, but do not rely on it!!!
Similar presentations
