Literaturnachweis - Detailanzeige
| Autor/in | Teese, Richard |
|---|---|
| Titel | Mass secondary education and curriculum access. A forty-year perspective on mathematics outcomes in Victoria. |
| Quelle | In: Oxford review of education, 20 (1994) 1, S. 93-110Infoseite zur Zeitschrift |
| Beigaben | Grafiken 6 |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0305-4985 |
| Schlagwörter | Sekundarstufe II; Schulabschluss; Fächerwahl; Mathematikunterricht; Studium; Hochschulzulassung; Studienerfolg; Studienfach; Hochschule; Australien |
| Abstract | The trend towards mass completion of secondary school in Australia was widely welcomed when it resumed in the early 1980s, but is now being criticised as a mistake. Schools are accused of having made it easy for low ability and poorly motivated students to undertake what was once a respected Year 12 certificate and to demand a place in hard-pressed and under-resourced universities. This paper challenges the view that mass school completion has been based on "soft options". Trends in university-approved mathematics show that increasing numbers of young people have been taking more selective and demanding subjects. Moreover, the long-term tendency towards a democratisation of mathematics has been occurring at a time when the "performance bar" in this and other subjects has been rising. Mass secondary education, far from lowering standards, has demanded and received more effort from the "new" populations now completing school. However, there remain large class relativities between these working-class groups and the traditional users of extended secondary school, despite overall progress. Opposition to mass completion shields high levels of academic security and operates as the first line of defence against the erosion of élite access to university. (DIPF/Abstract übernommen) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 1997_(CD) |
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