Setting for English and Maths: 11-Year-Olds' Characteristics and Teacher Perceptions of School Attitudes

Autor/in	Hartas, Dimitra
Titel	Setting for English and Maths: 11-Year-Olds' Characteristics and Teacher Perceptions of School Attitudes
Quelle	In: Research Papers in Education, 33 (2018) 3, S.393-410 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2017.1329338
Schlagwörter	Mathematics Instruction; English Instruction; Teacher Attitudes; Preadolescents; Student Behavior; Student Attitudes; Ability Grouping; Psychological Patterns; Social Influences; Family Income; Gender Differences; Predictor Variables; Identification (Psychology); Foreign Countries; Educational Policy; Student Characteristics; Family Characteristics; Longitudinal Studies; Surveys; Interviews; Student Placement; Self Esteem; Well Being; Questionnaires; Behavior Problems; Child Behavior; Screening Tests; Decision Making; Regression (Statistics); Statistical Analysis; United Kingdom; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; English langauage lessons; Englischunterricht; Lehrerverhalten; Pre-adolescence; Präadoleszenz; Student behaviour; Schülerverhalten; Homogene Gruppierung; Niveaugruppierung; Streaming; Sozialer Einfluss; Familieneinkommen; Geschlechterkonflikt; Prädiktor; Ausland; Politics of education; Bildungspolitik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Schülerpraktikum; Self-esteem; Selbstaufmerksamkeit; Well-being; Wellness; Wohlbefinden; Fragebogen; Screening-Verfahren; Decision-making; Entscheidungsfindung; Regression; Regressionsanalyse; Statistische Analyse; Großbritannien
Abstract	As a way to raise attainment, schools are encouraged to form ability groups across classes for particular subjects. There is limited evidence however about the relationship between setting and primary school children's characteristics and how teachers perceive them. The aim of this study was to investigate associations between set positioning for English and Maths and teachers' perceptions about 11-year-olds' behaviour and school attitudes and future education goals, and children's psychosocial and cognitive characteristics and background through secondary data analyses of the fifth sweep of the Millennium Cohort Study. The study employed binary logistic regression analyses and revealed strong associations between set positioning and teacher perceptions of 11-year-olds' behaviour and attitudes and future education goals. Associations between set position and teacher perceptions of children's identity as learners were stronger than those for children's self- reported attitudes and behaviour. Also, family income and gender emerged as strong predictors of children's position in sets. Set positioning is not a neutral act; it has implications about children's personal agency and their identity as learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01