Pupil Grouping: Education Agent Interaction Influence on Education Results
Keywords:
Downloads
Abstract
This research illustrates how pupil grouping within primary education influences their possibilities to achieve high education results. Paper aims to show how does pupils’ achievements and education interpretation are constructed and how such constructs are connected to teacher interpretation of pupils’ abilities. Analysis is concerned with micro interaction occurring in schools between teacher and pupil. Research is elaborated in interpretative perspective and based on theories of new sociology of education and grouping. To obtain information about questions analyzed several interviews with Latvian language and mathematics teachers were conducted. Afterwards several interviews were done with pupils whom interviewed teachers described as “good” or “bad”. To analyze empirical data Critical Discourse Analysis was applied. Results show that both pupils and teachers legitimize pupil grouping and groups is used to predict pupil performance. It’s also possible to conclude that pupils’ interpretation of education processes comes from interaction within school. Although there is a link between interaction and pupil’s achievements, teachers tend to explain pupil achievements through other factors.
Downloads
References
Bernstein, B. (1995). Code Theory and Its Positioning: A Case Study in Misrecognition. British Journal of Sociology of Education, 16, 3-19
Google Scholar CrossrefBernstein, B. (2003a). Class, codes and control. Vol 3. Towards a Theory of Educational Transmission. London, Routledge
Google Scholar CrossrefBlommaert, J., Bulcaen, C. (2000). Critical Discourse Analysis. Annual Review of Anthropology, 29: 447-466
Google Scholar CrossrefBourdieu, P., (2007). The Forms of Capital. In Alan R. Sadovnik (Ed.), Sociology of Education. A Critical Reader (pp.83-95). New York: Routledge
Google Scholar CrossrefBourdieu, P., (1991). Language and symbolic power. Cambridge: Harvard University Press
Google Scholar CrossrefBourdieu, P., Passeron, C., (1990). Reproduction in education, society, culture. Beverly Hills: Sage
Google Scholar CrossrefBrint, S., (2006). Schools and societies: Second edition. California, Stanford: Stanford University press
Google Scholar CrossrefCicourel, A.V. (Ed.). (1974). Language Use and School Performance. New York, Academic Press, Inc
Google Scholar CrossrefCollins, R., (1978). [Book reviews on Basil Bernstain’s Class, codes and control, volumes 1, 2 and 3.] American Educational Research Journal, 15, 573-581
Google Scholar CrossrefCookson, P., W., Persell, C., H., (1985). Preparing for power. America’s Elite Boarding Schools. USA, Basic Books
Google Scholar CrossrefEder, D., (1981). Ability Grouping as a Self-Fulfilling Prophecy: A Micro-Analysis of Teacher-Student Interaction. Sociology of Education, 54, 151-162
Google Scholar CrossrefFairclough, N., (2006). Discourse and Social Change. Cambridge: Polity Press
Google Scholar CrossrefFairclough, N., (2003). Analysing Discourse: Textual analysis for social research. London: Routledge
Google Scholar CrossrefFairclough, N., (1995). Critical discourse analysis: the critical study of language. Essex: Longman Group Limited
Google Scholar CrossrefFoucault, M., (1972). The archaeology of knowledge and The discourse on language. New York: Pantheon Books
Google Scholar CrossrefHallinan, M.T., (2004). Tracking: From Theory to Practice. Sociology of Education, 67, 79-84
Google Scholar CrossrefHallinan, M.T., (1996). Track Mobility in Secondary School. Social Forces, 74, 983-1002
Google Scholar CrossrefHallinan, M.T., Sørensen, A.B., (1985). Ability Grouping and Student Friendships. American Educational Research Journal, 22, 485-499
Google Scholar CrossrefHallinan, M.T., Teixeira, R.A., (1987). Students’ Interracial Friendships: Individual Characteristics, Structural Effects, and Racial Differences. American Journal of Education, 95, 563-583
Google Scholar CrossrefHargreaves, D.H., (1975). Interpersonal Relations and Education. London: Routledge & Kegan Paul
Google Scholar CrossrefKarabel, J., Halsey, A.H., (1976). The New Sociology of Education. Theory and Society, 3, 529-552
Google Scholar CrossrefMacLeod, J., (1987). Ain’t no Makin’ it. Leveled Aspirations in Low-Income Neighborhood. London: Tavistock Publications Ltd.
Google Scholar CrossrefMeyer, M., (2001). Between theory, method, and politics: positioning of the approaches to CDA. In R. Wodak, & M. Meyer (Eds.), Methods of Critical Discourse Analysis (pp.14-31). London: Sage Publications Ltd.
Google Scholar CrossrefOakes, J., (2002). Keeping Track. How Schools Structure Inequality. London: Yale University Press
Google Scholar CrossrefOakes, J., (1995). Matchmaking: The Dynamics of High School Tracking Decisions. American Educational Research Journal, 32, 3-33
Google Scholar CrossrefOakes, J., (1983). Limiting Opportunity: Student Race and Curricular Differences in Secondary Vocational Education. American Journal of Education, 91, 328-355
Google Scholar CrossrefOgbu, J.U., (1992). Understanding Cultural Diversity and Learning. Educational Researcher, 21, 5-14,24
Google Scholar CrossrefOgbu, J.U., (1982). Cultural Discontinuities and Schooling. Anthropology & Education Quarterly, 13, 290-307
Google Scholar CrossrefRist, R.C., (2007). On Understanding the Processes of Schooling. The Contributions of Labeling Theory. In Alan R. Sadovnik (Ed.), Sociology of Education. A Critical Reader (pp.71-82). New York: Routledge
Google Scholar CrossrefSadovnik, A.R., (2007). Theory and Research in the Sociology of Education. In Alan R. Sadovnik (Ed.), Sociology of Education. A Critical Reader (pp.3-22). New York: Routledge
Google Scholar CrossrefSingh, P., (2002). Pedagogising Knowledge: Bernstein's Theory of the Pedagogic Device. British Journal of Sociology of Education, 23, 571-582
Google Scholar CrossrefSlavin, R.E., (1995). The Cooperative Elementary School: Effects on Students' Achievement, Attitudes, and Social Relations. American Educational Research Journal, 32, 321-351
Google Scholar CrossrefSlavin, R.E., (1993). Ability Grouping in the Middle Grades: Achievement Effects and Alternatives. The Elementary School Journal, 93, 535-552
Google Scholar CrossrefYoung, M.F.D., (1971). Knowledge and control :New directions for the sociology of education. London: Collier-Macmillan
Google Scholar Crossrefvan Dijk, T., (2008). Discourse and power. New York: Palgrave Macmillan
Google Scholar Crossrefvan Dijk, T., (2001). Critical Discourse Studies: A Sociocognitive Approach. In R. Wodak, & M. Meyer (Eds.), Methods of Critical Discourse Analysis (pp.62-85). London: Sage Publications Ltd.
Google Scholar Crossrefvan Dijk, T., (2000). Ideology: a multidisciplinary approach. London: SAGE Publications
Google Scholar Crossrefvan Dijk, T., (1992). Text and Context: Explorations in the Semantics and Pragmatics of Discourse. Harlow: Longman Group UK Limited
Google Scholar CrossrefWillis, P.E., (1981). Learning to Labor: How Working Class Kids Get Working Class Jobs. New York: Columbia University Press
Google Scholar CrossrefWineburg, S.S., (1987). The Self-Fulfillment of the Self-Fulfilling Prophecy. Educational Researcher, 16, 28-37
Google Scholar CrossrefWodak, R., (2001). What CDA is about – a summary of its history, important concepts and its development. In R. Wodak, & M. Meyer (Eds.), Methods of Critical Discourse Analysis (pp.1-13). London: Sage Publications Ltd.
Google Scholar CrossrefWooffitt, R., (2005). „Conversation Analysis and Discourse Analysis: A Comparative and Critical Introduction. London: Sage Publications
Google Scholar CrossrefDownloads
Published
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
