The Impact of Tracking by Attainment on Pupil Self-Confidence over Time: Demonstrating the Accumulative Impact of Self-Fulfilling Prophecy

Autor/inn/en	Francis, Becky; Craig, Nicole; Hodgen, Jeremy; Taylor, Becky; Tereshchenko, Antonina; Connolly, Paul; Archer, Louise
Titel	The Impact of Tracking by Attainment on Pupil Self-Confidence over Time: Demonstrating the Accumulative Impact of Self-Fulfilling Prophecy
Quelle	In: British Journal of Sociology of Education, 41 (2020) 5, S.626-642 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taylor, Becky)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2020.1763162
Schlagwörter	Track System (Education); Educational Attainment; Social Justice; Self Esteem; Self Concept; Academic Ability; Student Attitudes; Mathematics Achievement; English; Academic Achievement; Disadvantaged; Comparative Analysis; Secondary School Students; Measures (Individuals); Social Differences; Best Practices; Teacher Attitudes; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Bildungsabschluss; Bildungsgut; Soziale Gerechtigkeit; Self-esteem; Selbstaufmerksamkeit; Selbstkonzept; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; English language; Englisch; Schulleistung; Sekundarschüler; Messdaten; Sozialer Unterschied; Lehrerverhalten; Ausland; Großbritannien
Abstract	The impact of self-fulfilling prophecy in education, and of attainment grouping on pupil self-perception, remain topics of longstanding debate, with important consequences for social in/justice. Focusing on self-confidence, this article draws on survey responses from 9,059 12-13 year olds who were tracked by subject ('setting'). They provided survey responses when placed in 'ability' sets at the start of their secondary schooling, and again late the following year; enabling analysis of impact over time. After controlling for prior attainment, the gap in general self-confidence between students in the top and bottom sets for mathematics is shown to widen over time, and high set students' self-confidence in English had also grown significantly; although there was not further widening in the cases of self-confidence in mathematics or in general self-confidence between students in the top and bottom sets for English. Implications of these findings for interventions directed at addressing educational disadvantage are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01