Institutional Categories at Work: A Consideration of How Labelling Can Slow down Rates of Learning in a Rural Primary School

Autor/inn/en	Funnell, Robert; Lee, Irene Han
Titel	Institutional Categories at Work: A Consideration of How Labelling Can Slow down Rates of Learning in a Rural Primary School
Quelle	In: Australian Journal of Education, 51 (2007) 2, S.146-161 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
Schlagwörter	Accountability; Rural Schools; Elementary Schools; Classification; Low Achievement; Student Behavior; Teacher Attitudes; Compliance (Psychology); Behavior Problems; Labeling (of Persons); Educational Policy; Academic Achievement; Benchmarking; Achievement Tests; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Verantwortung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Grundschule; Volksschule; Classification system; Klassifikation; Klassifikationssystem; Unterdurchschnittliche Leistung; Student behaviour; Schülerverhalten; Lehrerverhalten; Labeling-Ansatz; Politics of education; Bildungspolitik; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Australien
Abstract	In this paper we show that poor student performance in a rural school is influenced by the classifications used for student learning and behaviour. We propose that the institution's organisation is conveyed via a classification schema that permeates and informs judgments about student progress and holds sway over teacher cognition. Category boundaries are set and differentiate between compliant and non-compliant students in the school in question. Conformity to expectations by compliant students can be mistaken for academic security. Rectifying disruptive and off-task behaviours can replace teaching of the non-compliant students. Institutional categories used to judge and label performances remain difficult to counter in that they are part of the reality of everyday interaction and given credence in departmental policy and professional discourse. (Contains 1 table and 6 figures.) (As Provided).
Anmerkungen	Australian Council for Educational Research. 19 Prospect Hill Road, Camberwell, VIC 3124, Australia. Tel: +61-3-9277-5447; e-mail: sales@acer.edu.au; Web site: http://www.acerpress.com.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10