...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 pupils. • Cultural deprivation: a lack or deficit of values (or of norms, attitudes, skills or knowledge). Partial answer [immediate gratification / a lack of culture] • Vocational education: relating to a career or specific work roles. • Ethnocentric curriculum: the subjects taught in school being biased towards one particular culture. One mark for a partially satisfactory answer. 02 Suggest three ways/reasons ... (6 marks) Two marks for each of three appropriate ways. One mark will be awarded where there is a partially appropriate answers. Marxists see school as being similar to the world of work: • A hierarchy of authority • Fragmentation of work/learning • Extrinsic rewards • Based on competition • Alienation • Status differences. Boys’ educational under-achievement: • Lack of male teacher role models • Feminisation of assessment • Boys’ poorer literacy • Laddish subcultures • Decline of traditional ‘male’ jobs. Educational policies that may...
Words: 3122 - Pages: 13
...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. An internal factor that causes difference in educational achievement is labelling. This is when a teacher makes assumptions about a student and treats them accordingly to that assumption. An example of this is the fact that teachers label boys as more disruptive than girls. Teachers communicate with girls more positively because they see them as being more co-operative. This can then raise girl’s self esteem which raises their achievement. Teachers have lower expectations of boys, and expect them to misbehave more often. Becky Francis found that while boys got more attention in class, they were disciplined more harshly and felt picked on by teachers. This would lead to them retaliating with bad behaviour, thus lowering their achievements. Labelling can also happen to people due to their ethnicity. Gillborn found that teachers were quicker to discipline black pupils than others for the same behaviour. Gillborn and Youdell found that this is the result of teacher’s radicalised expectations...
Words: 2451 - Pages: 10
...Origins of Testing .......................................................................................................... 16 The Birth of the Modern Ability Test ................................................................................... 17 The Introduction of Group Testing ...................................................................................... 19 The New Science of Psychological Testing .......................................................................... 20 The Growth of the Ability and Aptitude Testing Industry ................................................... 20 Aptitudes and Ability in the 20th Century ................................................................................ 22 A Single Factor of Cognitive Ability?.................................................................................... 24 Multiple Components of Cognitive Ability? ........................................................................ 24 The Sixty Year Reign of Aptitudes...
Words: 31453 - Pages: 126
...INTRODUCTION A person's education is one of the most important factors in determining whether or not they will become a productive member of society. That is why when considering an education the quality of the education is almost as important as the education itself. So when private schools came into the picture the debate then began between public and private schools. There have been many discrepancies between the values of a public school as opposed to a private school. Advocates of private school argue that the education received in one of these facilities is more valuable and rewarding than any other educational opportunity (Greifner, 2007). On the other hand, supporters of public schools feel that the students are better-rounded, both scholastically and worldly, when in public schools. Many feel that public exposes students to all types of diversity and situations that will make them better adapted for the real world (Kennedy, 2007). Statement of the Problem It seems most people are of the opinion that private schools are superior; the issue is simply if it is worth the money. However, this may not be the case. Therefore, how does one gauge the superiority of a school? This very difficult question has no easy answers. The most common and maybe the only way researchers can create and measure the effectiveness of a school is by measuring achievement. The American Heritage Dictionary seems to define achievement as “something that has been accomplished successfully, especially...
Words: 4051 - Pages: 17
...This is a protected document. Please enter your student or faculty username and password. Username: Password: Log In Need assistance logging in? Contact Technical Support. Doc ID: 1009-0001-1993-00001994 Toll Free: 877.428.8447 M-F, 6am MST or Sat-Sun, 7am-12am MST Find us on Facebook and Follow us on Twitter! F I F T H E D I T I O N An Introduction to Multicultural Education James A. Banks University of Washington, Seattle Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo ISBN 1-269-53060-7 An Introduction to Multicultural Education, Fifth Edition, by James A. Banks. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President/Editorial Director: Jeffery Johnston Executive Editor: Linda Bishop Editorial Assistant: Laura Marenghi Senior Marketing Manager: Darcy Betts Production Editor: Karen Mason Production Project Manager: Elizabeth Gale Napolitano Manager, Central Design: Jayne Conte Cover Designer: Laura Gardner Cover Art: “Sea and Sky” (013) 2003 © Marvin Oliver Artist Full Service Project Manager: Niraj Bhatt, Aptara® , Inc. Composition: Aptara® , Inc. Printer/Binder/Cover Printer: Courier Westford Text Font: ITC Stone Serif Std 10/12 Text Credits: Page 11, Stiglitz excerpt: From Stiglitz, J.E. (2012). The price...
Words: 78362 - Pages: 314
...institutional assessment needs of workforce development organizations, (b) the assessment needs of individual youth to help make informed choices about their careers, and (c) the practical needs of practitioners for information about how to select and use different assessment tools. At the end of this chapter, Exhibit 3.1 contains information that can be used to help with the selection and use of assessments, including a directory of commonly used published tests. Meeting Institutional Assessment Needs Agencies and organizations in the workforce system use assessments to meet institutional needs in two ways-to determine a youth's eligibility for services and to document achievement of program goals by assessing the progress of program participants. The number of participants served and achievement of program goals can impact the amount of funding an organization receives. Funding for the youth programs considered in this guide may come from the Department of Education, the Department of Labor, other federal agencies, states, local governmental agencies, or a combination of these. Table 1.2 in Chapter 1 summarizes the eligibility and assessment requirements of IDEA, WIA Title I, and the Rehabilitation Act. More specific information on assessments mandated or permitted by several federal funding sources may be found in Appendix A. (Mandated assessments are those required for all applicants or participants. Permitted assessments may be provided for some applicants or participants...
Words: 27525 - Pages: 111
...haahr@teknologisk.dk This study was carried out on behalf of the European Commission’s Directorate-General for Education and Culture. Views expressed represent exclusively the positions of the authors and do not necessarily correspond to those of the European Commission. Contents Index 1. .......................................................................................................................... 2 2. 3. 4. Executive Summary................................................................................................. 4 1.1. Education Systems and Basic Skills................................................................. 4 1.2. Student Background Characteristics and Basic Skills.................................... 10 1.3. School Characteristics and Basic Skills ......................................................... 13 1.4. Individual Student Characteristics and Basic Skills....................................... 17 1.5. New Analysis and Data Collection Activities................................................ 19 Introduction............................................................................................................ 22 2.1. Objectives....................................................................................................... 22 2.2. Scope of the Study.......................................................................................... 24 2.3. Approach and Methodology................................................................
Words: 87738 - Pages: 351
...dk This study was carried out on behalf of the European Commission’s Directorate-General for Education and Culture. Views expressed represent exclusively the positions of the authors and do not necessarily correspond to those of the European Commission. Contents Index 1. .......................................................................................................................... 2 2. 3. 4. Executive Summary................................................................................................. 4 1.1. Education Systems and Basic Skills................................................................. 4 1.2. Student Background Characteristics and Basic Skills.................................... 10 1.3. School Characteristics and Basic Skills ......................................................... 13 1.4. Individual Student Characteristics and Basic Skills....................................... 17 1.5. New Analysis and Data Collection Activities................................................ 19 Introduction............................................................................................................ 22 2.1. Objectives....................................................................................................... 22 2.2. Scope of the Study.......................................................................................... 24 2.3. Approach and Methodology................................................................
Words: 87837 - Pages: 352
...SEDL – Advancing Research, Improving Education in School, Family, & Community Connections Annual Synthesis 2001 Emerging Issues SEDL – Advancing Research, Improving Education in School, Family, & Community Connections Annual Synthesis 2001 Emerging Issues Catherine Jordan Evangelina Orozco Amy Averett Contributors Joan Buttram Deborah Donnelly Lacy Wood Marilyn Fowler Margaret Myers National Center for Family and Community Connections with Schools SEDL 4700 Mueller Blvd. Austin, Texas 78723 Voice: 512-476-6861 or 800-476-6861 Fax: 512-476-2286 Web site: www.sedl.org E-mail: info@sedl.org Copyright © 2002 by Southwest Educational Development Laboratory (SEDL). All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from SEDL or by submitting a copyright request form accessible at http://www.sedl.org/about/copyright_request.html on the SEDL Web site. This publication was produced in whole or in part with funds from the Institute of Education Sciences, U.S. Department of Education, under contract number ED-01-CO-0009. The content herein does not necessarily reflect the views of the U.S. Department of Education, or any other agency of the U.S. government, or any other source. Table of Contents Acknowledgments. . . . . . . . . . . . . . . . . . . . ...
Words: 26942 - Pages: 108
...very competitive global society. In light of this one can argue that pupils’ achievement should be the main focus of every individual associated with school systems across our great nation. Teachers are a vital part of the educational system for they provide the motivation and support that pupils need in order to succeed. Yet, teachers also need to be motivated and supported in order to be productive. Teacher morale could suffer due to constant stress of trying to meet the educational goals. Improving teacher morale has many benefits in that it can help teachers to maintain a positive attitude and be happier at work (Govindarajan, 2012). Ellanberg as cited by Govindarajan (2012) found that where morale was high, schools showed an increase in pupils’ academic achievement. Conversely, low levels of morale can lead to decreased teacher productivity and burnout. Recent studies found out that the academic achievement of pupils in the Division of Antique did not meet the standard set by the Department of Education (Arguelles, 2012; Ople,2012; Doronila, 2011; and Cabasan, 2011). Moreover, as observed by the researcher being one of the teachers in the division, the attitudes and enthusiasm of teachers towards their work seems below the standards also. This situation aroused the interest of the researcher to conduct a study to examine the level of teachers’ morale in relation to pupils’ academic achievement, hence this study....
Words: 24142 - Pages: 97
...SEDL – Advancing Research, Improving Education The Impact of School, Family, and Community Connections on Student Achievement Annual Synthesis 2002 A New Wave of Evidence Anne T. Henderson Karen L. Mapp SEDL – Advancing Research, Improving Education The Impact of School, Family, and Community Connections on Student Achievement Annual Synthesis 2002 A New Wave of Evidence Anne T. Henderson Karen L. Mapp Contributors Amy Averett Joan Buttram Deborah Donnelly Marilyn Fowler Catherine Jordan Margaret Myers Evangelina Orozco Lacy Wood National Center for Family and Community Connections with Schools SEDL 4700 Mueller Blvd. Austin, Texas 78723 Voice: 512-476-6861 or 800-476-6861 Fax: 512-476-2286 Web site: www.sedl.org E-mail: info@sedl.org Copyright © 2002 by Southwest Educational Development Laboratory (SEDL). All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from SEDL or by submitting a copyright request form accessible at http://www.sedl.org/about/copyright_request.html on the SEDL Web site. This publication was produced in whole or in part with funds from the Institute of Education Sciences, U.S. Department of Education, under contract number ED-01-CO-0009. The content herein does not necessarily reflect the views of the U.S. Department...
Words: 88839 - Pages: 356
...sound norms, reliable, and valid. ➢ Standardization Standardization refers to the consistency or uniformity of the conditions and procedures for administering a test. Every person taking the test reads or listens to the same instructions, is allowed the same amount of time in which to respond, and is situated in a similar physical environment > any change in the testing procedure may produce a change in individual test performance. E.g. if the air-conditioner has broken down on a particular day, then the ppl perfoming the test that day may not do as well as others. The test administrators should be trained to maintain proper procedures. ➢ Objectivity Refers primarily to the scoring of the test results. The scoring process must be free of subjective judgment or bias on the part of the scorer. • Objective tests: tests for which the scoring process is free of personal judgment or bias. They contain multiple-choice and true-false items and scoring is a mechanical...
Words: 5046 - Pages: 21
...LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors. Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review LSRC reference LSRC reference Learning styles and pedagogy in post-16 learning A systematic and critical review Frank Coffield Institute of Education University of London David Moseley University of Newcastle Elaine Hall University of Newcastle Kathryn Ecclestone University of Exeter The Learning and Skills Research Centre is supported by the Learning and Skills Council and the Department for Education and Skills The views expressed in this publication are those of the authors and do not necessarily reflect the views of the Learning and Skills Research Centre or the Learning and Skills Development Agency Published by the Learning and Skills Research Centre www.LSRC.ac.uk Feedback should be sent to: Sally Faraday Research Manager Learning and Skills Development Agency Regent Arcade House 19–25 Argyll Street London...
Words: 108874 - Pages: 436
...Approaches to Equity in Policy for Lifelong Learning Ben Levin1 A paper commissioned by the Education and Training Policy Division, OECD, for the Equity in Education Thematic Review August 2003 EQUITY IN EDUCATION The opinions expressed in this paper are the sole responsibility of the author and do not necessarily reflect those of the OECD or of the governments of its Member countries. 1 . Ben Levin, Ph D, The University of Manitoba, Winnipeg, Canada. TABLE OF CONTENTS TABLE OF CONTENTS................................................................................................................................ 2 APPROACHES TO EQUITY IN POLICY FOR LIFELONG LEARNING ................................................. 3 Origins of this report ................................................................................................................................... 3 Summary of the report................................................................................................................................. 3 PART 1 – THINKING ABOUT EQUITY IN LIFELONG LEARNING ...................................................... 5 A definition of equity? ................................................................................................................................ 5 The importance of equity ............................................................................................................................ 5 Current status of equity...
Words: 23530 - Pages: 95
...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-191D-0000191E DEVELOPING LEARNERS JEANNE ELLIS ORMROD Professor Emerita, University of Northern Colorado EIGHTH EDITION ISBN 1-256-96292-9 Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Educational Psychology: Developing Learners, Eighth Edition, by Jeanne Ellis Ormrod. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President and Editorial Director: Jeffery W. Johnston Vice President and Publisher: Kevin Davis Editorial Assistant: Lauren Carlson Development Editor: Christina Robb Vice President, Director of Marketing: Margaret Waples Marketing Manager: Joanna Sabella Senior Managing Editor: Pamela D. Bennett Project Manager: Kerry Rubadue Senior Operations Supervisor: Matthew Ottenweller Senior Art Director: Diane Lorenzo Text Designer: Candace Rowley Cover Designer:...
Words: 244561 - Pages: 979
