Why Is It Difficult for Schools to Establish Equitable Practices in Allocating Students to Attainment 'Sets'?

Autor/inn/en	Taylor, Becky; Francis, Becky; Craig, Nicole; Archer, Louise; Hodgen, Jeremy; Mazenod, Anna; Tereshchenko, Antonina; Pepper, David
Titel	Why Is It Difficult for Schools to Establish Equitable Practices in Allocating Students to Attainment 'Sets'?
Quelle	In: British Journal of Educational Studies, 67 (2019) 1, S.5-24 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taylor, Becky) ORCID (Mazenod, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2018.1424317
Schlagwörter	Equal Education; Educational Practices; Ability Grouping; Track System (Education); Intervention; Secondary Schools; Foreign Countries; Best Practices; Educational Attainment; Teacher Attitudes; Outcomes of Education; Student Placement; Student Characteristics; Disadvantaged; Self Esteem; School Policy; English Teachers; Mathematics Teachers; School Schedules; Grouping (Instructional Purposes); Value Judgment; Labeling (of Persons); Decision Making; Social Bias; Student Evaluation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungspraxis; Homogene Gruppierung; Niveaugruppierung; Streaming; Leistungsgruppe; Leistungsdifferenzierung; Sekundarschule; Ausland; Bildungsabschluss; Bildungsgut; Lehrerverhalten; Lernleistung; Schulerfolg; Schülerpraktikum; Self-esteem; Selbstaufmerksamkeit; Schulpolitik; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Schulzeiteinteilung; Grouping; Gruppenbildung; Werturteil; Labeling-Ansatz; Decision-making; Entscheidungsfindung; Schulnote; Studentische Bewertung
Abstract	Research has consistently shown 'ability' grouping (tracking) to be prey to poor practice, and to perpetuate inequity. A feature of these problems is inequitable and inaccurate practice in allocation to groups or 'tracks'. Yet little research has examined whether such practices might be improved. Here, we examine survey and interview findings from a large-scale intervention study of grouping practices in 126 English secondary schools. We find that when schools are encouraged to allocate students and move them between groups according to equitable principles by participation in a 'best practice' intervention, there is some increased equity of practice (i.e. a reduction in non-attainment factors used in allocation). However, the majority of schools continue to use subjective and potentially biased information to group students. Furthermore, some schools that claim to be using attainment setting appear to be using the inequitable practice of streaming. Our findings show that improvements in equity are constrained by operational and strategic factors, including timetabling, finance, and teachers' values and beliefs relating to student ability and progression. We suggest strategies for encouraging schools to change their grouping practices, drawing on approaches for working with complex organisations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01