...Sociology explanations have suggested many different reasons for the class base differences in education achievement. Studies have shown that there is a 45% gap between classes in A* - C GCSE outcomes. It is suggested that the diversity in educational success between different classes are due to inside factors. These are factors within schools and the education system that could cause these differences. One internal factor is labelling. To label someone is to attach a meaning or definition to them, which is done in schools between the different classes – especially by teachers as they usually label working class as negative because of their look, speech code (restricted) and attitude to learning. Becker’s study in 1971 is a prime example of labelling as he studied 60 high school teachers reporting that teachers’ ‘ideal’ pupil most closely fitted the characteristics of the middle class students. Labelling done by teachers can influence a student’s level of confidence and self-esteem, therefore making them feel like they may as well not try and not achieve well in school. However, Fuller’s researcher found that some students fight back against their negative labels and achieve more than expected. The self-fulfilling prophecy is another internal factor that can be linked to social class differences in achievement. A self-fulfilling prophecy is a prediction that comes true simply by virtue of it being made and some sociologists argue that labelling can affect pupil’s achievement by creating...
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...Using material from Item A and elsewhere, assess the view that factors and processes within the school are the main cause of differences in the educational achievement of different social classes: There are many internal factors which affect the educational achievement of children within a school. Internal factor are factors inside the education system which explain class differences in achievement, such as poor teaching, type of school and how students are treated. Labelling plays an important role in different achievement between classes. To label someone is to attach a meaning or definition to someone, these could be positive or negative. As it says in Item A positive or negative labelling of pupils by teachers can have important effects on performance. Studies have shown that teachers often attach labels regardless of the pupil’s actual ability or attitude. Instead, they labelled the pupils on the basis of stereotyped assumptions about their class background, labelling working- class children negatively and middle- class children positively. A self- fulfilling prophecy is a prediction that comes true simply by the virtue of having being made. Interactionists argue that labelling can affect pupils’ achievement by creating a self- fulfilling prophecy. For example a teacher labels a pupil and on the basic of this label makes predictions about him. The teacher treats the pupil accordingly, acting as if the prediction they made is already true. The pupils then internalises...
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... Evaluate the view that factors and processes within the school are the main cause of differences in the educational achievement of different social groups (20 marks) * Decode = The meanings of encoding/decoding, it is how media messages are produced, circulated and consumed by the nation, proposing a new theory of communication. Stuart Hall (cultural theorist) argued that the meaning is not fixed or determined by the sender, the message is never transparent. There is a “ lack of fit “ between the moment of the production of the message ( which is referred to as ENCODING ) and the moment of its reception ( which is referred to as DECODING ). The meaning of the text is located between the producer and the reader. The producer – encoder ‘ encoded ‘ meaning in a certain way, while the reader decoder – ‘ decodes ‘ it differently according to his/her personal background, beliefs and values. * Interactionists Labelling Theory = ‘ Interactionism ‘ is a sociological perspective that focuses on a small-scale interactions between individuals and groups. And ‘ Labelling Theory ‘ is the theory of how the self-identity – ( what someone thinks of themselves. E.g what they are, who they are e.t.c ) and behaviour of individuals may be determined or influenced by the terms used to describe or classify them. As we are talking about ‘ Interactionists Labelling Theory ‘ meaning that the only relevant meaning in this case, is the small group interactions and how they interact together...
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...Analyse the importance of poverty as an 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 tend to be critical of IQ theory for several reasons and point out that there is good evidence to show that social class is a major determinant of educational success even independently of measured differences in IQ. I shall therefore concentrate upon the three more sociological approaches and in each case it may be argued that the factors which may disadvantage working class students in general are especially likely to disadvantage those working class students who experience poverty. However before analysing the possible effects of poverty on educational achievement some preliminary investigation of the nature and extent of poverty in the UK is first necessary and for these purposes we must first distinguish between absolute and relative poverty. Absolute poverty is said to occur when individuals lack the money necessary to ensure their basis physical survival whereas relative poverty exists where individuals have insufficient money to...
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... |Passing on society’s culture: this then unites people together by giving them shared values (value consensus). | | |According to Durkheim schools are societies in miniature - he argues that the key role of education was to teach | | |children moral responsibilities in order to promote social solidarity. Education provides secondary socialisation. | | |(Meaning the teaching of norms and values of society) to add to the primary socialisation provided by the family. | | |Examples of the values that education teaches to children include the importance of achievement, meritocracy and | | |competition. | | | | | |Provides a bridge between particularistic values and ascribed status of the family and the universalistic values e.g. | | |hard work, meritocracy and achieved...
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...before reproducing any of them. Please note all rights held by the former Higher Still Development Unit continue to be held by Learning and Teaching Scotland. Contents Statement of Standards 3 Guide to Learning and Teaching Pack 7 Introduction to the Unit and Learning and Teaching Approaches 8 Class stratification 9 Recommended reading and recommended websites for class stratification 10 Introduction to social stratification 11 Class stratification 15 Functionalist theory of class stratification 24 Summary of functionalism 29 Marxist theory of class stratification 33 Summary of Marxism 39 Weberian theory of class stratification 42 Summary of Weberianism 47 Aspect: social mobility 50 Aspect: social closure 52 Practice exam essay question...
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...CHAPTER 7 DEVIANCE AND SOCIAL CONTROL Deviance 171 Social Policy and Social Control: Illicit Drug Use in Canada and Worldwide 193 What Is Deviance? 171 Explaining Deviance 175 Social Control 182 Conformity and Obedience 182 Informal and Formal Social Control Law and Society 186 Crime 185 187 Types of Crime 188 Crime Statistics 190 The Issue 193 The Setting 193 Sociological Insights 193 Policy Initiatives 193 Boxes RESEARCH IN ACTION: Street Kids 183 sOCIOLOGY IN THE GLOBAL COMMUNITY: Singapore: A Nation of Campaigns 186 TAKING SOCIOLOGY TO WORK: Holly Johnson, Chief of Research, Canadian Centre for Justice Statistics, Statistics Canada 192 Cigarette smoking has become stigmatized in Canada. This newspaper advertisement, sponsored by Health Canada, reverses the typical advertising strategy of equating smoking with sexiness. 169 H eidi Fleiss was in her late twenties when she was arrested for operating a call girl service. At the time, her pediatrician father had reacted flippantly, “I guess I didn’t do such a good job on Heidi after all.” Later, he would be convicted of conspiring to hide profits from his daughter’s call girl ring. Fleiss had dropped out of school when she was sixteen and established a liaison with a playboyfinancier who gave her a Rolls-Royce for her twenty-first birthday. In her early twenties, Fleiss interned in the world of prostitution by working for Madame Alex (Elizabeth Adams)...
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...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...
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...Göteborg University Sweden Lynn, Richard & Vanhanen, Tatu. (2002). IQ and the Wealth of Nations. Westport, CT: Praeger. Citation: Berhanu, Girma. (2007). Black intellectual genocide: An essay review of IQ and the Wealth of Nations. Education Review, 10(6). Retrieved [date] from http://edrev.asu.edu/essays/v10n6index.html. Abstract I review the book IQ and the Wealth of Nations, written by Richard Lynn and Tatu Vanhanen. I critique the authors’ major assertion that a significant part of the gap between rich and poor countries is due to differences in national intelligence. The authors claim that they have evidence that differences in national IQ account for substantial variation in per capita income and growth of a nation. This essay review debunks their assumptions that intellectual and income differences between nations stem from genetic differences. This critique provides an extended review of the research literature that argues against these assumptions and presents a different picture from that presented by Lynn and Vanhanen about the concept of intelligence, what IQ measures and does not measure. The essay exposes the racist, sexist, and antihuman nature of the research tradition in which the authors anchored their studies and the deep methodological flaws and theoretical assumptions that appear in their book. The low standards of scholarship evident in the book render it largely irrelevant for modern science. This essay specifically deals with the IQ value of Ethiopian...
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...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 analysis of' the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice. Introduction One of the outstanding features of studies of assessment in recent years has been the shift in the focus of attention, towards greater interest in the interactions between assessment and classroom learning and away from concentration on the properties of restricted forms of test which are only weakly linked to the learning experiences of" students. This shift has been coupled with many expressions of hope that improvement in classroom assessment will make a strong contribution to the improvement of learning. So one main purpose of this review is to survey the evidence which might show whether or not such hope is justified. A second purpose is to see whether the theoretical and practical issues associated with assessment for learning can be illuminated by a synthesis of the insights arising amongst the diverse studies that have been reported. The purpose of this Introduction is to clarify some of the key terminology...
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...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 analysis of' the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice. Introduction One of the outstanding features of studies of assessment in recent years has been the shift in the focus of attention, towards greater interest in the interactions between assessment and classroom learning and away from concentration on the properties of restricted forms of test which are only weakly linked to the learning experiences of" students. This shift has been coupled with many expressions of hope that improvement in classroom assessment will make a strong contribution to the improvement of learning. So one main purpose of this review is to survey the evidence which might show whether or not such hope is justified. A second purpose is to see whether the theoretical and practical issues associated with assessment for learning can be illuminated by a synthesis of the insights arising amongst the diverse studies that have been reported. The purpose of this Introduction is to clarify some of the key terminology...
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...SECOND 21ST CENTURY ACADEMIC FORUM CONFERENCE AT HARVARD MARCH 8 - 10, 2015 MARTIN CONFERENCE CENTER HARVARD UNIVERSITY BOSTON, MA USA Teaching, Learning, and Research in the “Just Google It” Age CONFERENCE PROCEEDING VOL. 5, NO.1 ISSN: 2330-1236 Table of Contents Authors Paper Title Page Maryam Abdu Investigating Capital Structure Decisions and Its Effect on the Nigerian Capital Market 1 Norsuhaily Abu Bakar Rahimah Embong Ibrahim Mamat Ruzilawati Abu Bakar Idris Abd. Hamid Holistically Integraded Curriculum: Implications for Personality Development 16 Sandra Ajaps Geography Education in the Google age: A Case Study of Nsukka Local Government Area of Nigeria 30 Helen Afang Andow Impact of Banking Reforms on Service Delivery in the Nigerian Banking Sector 45 Billy Batlegang Green IT Curriculum: A Mechanism For Sustainable Development 59 Rozeta Biçaku-Çekrezi Student Perception of Classroom Management and Productive Techniques in Teaching 74 Thomas J.P.Brady Developing Digital Literacy in Teachers and Students 91 Lorenzo Cherubini Ontario (Canada) Education Provincial Policy: Aboriginal Student Learning 101 Jennifer Dahmen Natascha Compes Just Google It?! But at What Price? Teaching Pro-Environmental Behaviour for Smart and Energy-Efficient Use of Information and Communication Technologies 119 Marion Engin Senem Donanci Using iPads in a dialogic classroom: Mutually exclusive or naturally compatible? 132 Nahed Ghazzoul Teaching and Learning in...
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...Glossary of Sociological Terms |11-Plus Exam |Examination introduced with the 1944 Education Act, sat by all pupils in the state sector| | |at the age of 11. If they passed they went to the selective Grammar School, or if they | | |failed to the Secondary Modern School. This exam still exists in some counties such as | | |Kent and also in Northern Ireland. | |12-Plus Exam |Exam made available only to a minority of 'high-flyers' in Secondary Modern schools, | | |offering a late chance to go to Grammar School at the age of 12. | |'30-30-40 society' |A term associated with Will Hutton to describe an increasingly insecure and polarised | | |society. The bottom 30 per cent is socially excluded by poverty from the rest of society.| | |The next 30 per cent live in fear and insecurity of falling into poverty. Only the top 40| | |per cent feel secure and confident. ...
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...Biology guide First assessment 2016 Biology guide First assessment 2016 Diploma Programme Biology guide Published February 2014 Published on behalf of the International Baccalaureate Organization, a not-for-profit educational foundation of 15 Route des Morillons, 1218 Le Grand-Saconnex, Geneva, Switzerland by the International Baccalaureate Organization (UK) Ltd Peterson House, Malthouse Avenue, Cardiff Gate Cardiff, Wales CF23 8GL United Kingdom Website: www.ibo.org © International Baccalaureate Organization 2014 The International Baccalaureate Organization (known as the IB) offers four high-quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. This publication is one of a range of materials produced to support these programmes. The IB may use a variety of sources in its work and checks information to verify accuracy and authenticity, particularly when using community-based knowledge sources such as Wikipedia. The IB respects the principles of intellectual property and makes strenuous efforts to identify and obtain permission before publication from rights holders of all copyright material used. The IB is grateful for permissions received for material used in this publication and will be pleased to correct any errors or omissions at the earliest opportunity. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted...
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...language, stress and health psychology, personality and social psychology, intelligence, and developmental psychology. Because of time limitations, none of these topics can be covered in great depth. The reference textbooks and the material presented in class will serve as the primary sources for the material to be covered. INTRODUCTION TO THE STUDY OF PSYCHOLOGY Psychology is the scientific study of behaviour and mental processes. It is an academic and applied discipline involving the scientific study of mental processes and behaviour. Psychology also refers to the application of such knowledge to various spheres of human activity, including problems of individuals' daily lives and the treatment of mental illness. It is largely concerned with humans, although the behaviour and mental processes of animals can also be part of psychology research, either as a subject in its own right (e.g. animal cognition and ethnology), or somewhat more controversially, as a way of gaining an insight into human psychology by means of comparison (including comparative psychology). Origins of the psychology Near the end of 19th century things started drawing together. Questions raised by philosophers were being examined by physiologists, and vice versa. a. What is the relationship between the mind and the body? b. Why do people loose their minds? What is insanity? c. How do we perceive things? Why are their perceptions of the same stimulus different? d. What affect do our experiences have on us? How...
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