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Autor/inn/en | Mazenod, Anna; Francis, Becky; Archer, Louise; Hodgen, Jeremy; Taylor, Becky; Tereshchenko, Antonina; Pepper, David |
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Titel | Nurturing Learning or Encouraging Dependency? Teacher Constructions of Students in Lower Attainment Groups in English Secondary Schools |
Quelle | In: Cambridge Journal of Education, 49 (2019) 1, S.53-68 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Mazenod, Anna) ORCID (Taylor, Becky) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-764X |
DOI | 10.1080/0305764X.2018.1441372 |
Schlagwörter | Foreign Countries; Secondary School Students; Teacher Attitudes; Secondary Schools; Low Achievement; Teacher Student Relationship; Learning Processes; Teacher Effectiveness; Control Groups; English Teachers; Mathematics Teachers; Grade 7; Ability Grouping; United Kingdom (England) Ausland; Sekundarschüler; Lehrerverhalten; Sekundarschule; Unterdurchschnittliche Leistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning process; Lernprozess; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; School year 07; 7. Schuljahr; Schuljahr 07; Homogene Gruppierung; Niveaugruppierung; Streaming |
Abstract | 'Ability' or attainment grouping can introduce an additional label that influences teachers' expectations of students in specific attainment groups. This paper is based on a survey of 597 teachers across 82 schools and 34 teacher interviews in 10 schools undertaken as part of a large-scale mixed-methods study in England. The paper focuses on English and mathematics teachers' expectations of secondary school students in lower attainment groups, and explores how low-attaining students are constructed as learners who benefit from specific approaches to learning justified through discourses of nurturing and protection. The authors argue that the adoption of different pedagogical approaches for groups of low-attaining learners to nurture them may in some cases be fostering dependency on teachers and cap opportunities for more independent learning. Furthermore, more inclusive whole-school learning-culture approaches may better allow for students across the attainment range to become independent learners. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |