Children's Lived Experiences of 'Ability' in the Key Stage One Classroom: Life on the 'Tricky Table'

Autor/in	Gripton, Catherine
Titel	Children's Lived Experiences of 'Ability' in the Key Stage One Classroom: Life on the 'Tricky Table'
Quelle	In: Cambridge Journal of Education, 50 (2020) 5, S.559-578 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gripton, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2020.1745149
Schlagwörter	Foreign Countries; Academic Ability; Student Experience; Intelligence; Elementary School Students; Ability Grouping; Student Attitudes; Social Influences; Interpersonal Relationship; Classroom Environment; Mathematics Instruction; English Instruction; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Studienerfahrung; Intelligenz; Klugheit; Homogene Gruppierung; Niveaugruppierung; Streaming; Schülerverhalten; Sozialer Einfluss; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Klassenklima; Unterrichtsklima; Mathematics lessons; Mathematikunterricht; English langauage lessons; Englischunterricht
Abstract	Within the wealth of research on 'ability' in education, there is a missing perspective: the perspective of the child. Whilst 'ability' informed practices such as 'ability' grouping are commonplace in the UK, how these are experienced by the young child has previously received only limited attention in research. Using case study evidence, this article demonstrates that children's lived experiences of 'ability' are highly individual and shaped by a broader range of social, structural and pedagogic aspects of classroom life than previously thought. Implications are that a wide range of teaching choices can potentially affect a child's experience of 'ability' and that the impact of these are particularly profound for some children, shaping their perceptions of themselves and others. Children's perspectives therefore offer a challenge to the hegemonic discourse of 'ability' in education and the classroom practices upon which it is based. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01