'The Participation Group Means That I'm Low Ability': Students' Perspectives on the Enactment of 'Mixed-Ability' Grouping in Secondary School Physical Education

Autor/inn/en	Wilkinson, Shaun D.; Penney, Dawn
Titel	'The Participation Group Means That I'm Low Ability': Students' Perspectives on the Enactment of 'Mixed-Ability' Grouping in Secondary School Physical Education
Quelle	In: British Educational Research Journal, 48 (2022) 5, S.932-951 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilkinson, Shaun D.) ORCID (Penney, Dawn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3802
Schlagwörter	Ability Grouping; Heterogeneous Grouping; Secondary School Students; Student Attitudes; Physical Education; Foreign Countries; Student Experience; Grade 9; United Kingdom (England) + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Sekundarschüler; Schülerverhalten; Körpererziehung; Sportunterricht; Ausland; Studienerfahrung; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	Mixed-ability grouping is widespread in primary schools and in several subject areas in secondary schools in England. Notwithstanding, there is scant research on mixed-ability grouping in the education literature, particularly in terms of its impact on students' experiences. The research reported in this paper employs enactment theory to provide original insights into the diverse practices and complex contextual factors that shape students' perceptions and experiences of mixed-ability grouping in physical education (PE). Enactment theory acknowledges that school decisions about grouping policy are impacted by wider education policy and other contextual influences, and that the expression of grouping policies in specific subjects and classrooms is navigated and negotiated by students as well as teachers. The paper draws on data from in-depth, semi-structured focus groups with 41 Year 10 (aged 14-15) students in a mixed-gender secondary school in England to explore the different ways in which students are positioned and position themselves in the enactment of mixed-ability grouping in PE. Findings reveal many contextual factors, including ability and gender discourses, school and subject cultures, and the broader policy context, influencing students' positioning and learning experiences in mixed-ability PE. The discussion explores distinct differences in the enactment of mixed-ability grouping in PE in Key Stage 3 (aged 11-14) and Key Stage 4 (aged 14-16) and identifies students as "enthusiasts," "critics," "entrepreneurs" and "copers" in grouping policy enactment. The study affirms the need for educators and professionals to critically engage with the construct of ability, and in turn mixed-ability grouping policies and pedagogic practices in PE. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01