School Type and Academic Culture: Evidence for the Differentiation-Polarization Theory

Autor/in	Van Houtte, Mieke
Titel	School Type and Academic Culture: Evidence for the Differentiation-Polarization Theory
Quelle	In: Journal of Curriculum Studies, 38 (2006) 3, S.273-292 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Educational Environment; School Culture; Social Theories; Teacher Attitudes; Vocational Education; Track System (Education); Ability Grouping; Academic Achievement; Foreign Countries; Social Stratification; Institutional Characteristics; Secondary Schools; Belgium + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Gesellschaftstheorie; Lehrerverhalten; Ausbildung; Berufsbildung; Leistungsgruppe; Leistungsdifferenzierung; Homogene Gruppierung; Niveaugruppierung; Streaming; Schulleistung; Ausland; Soziale Zusammensetzung; Sekundarschule; Belgien
Abstract	Several decades ago it was shown that the differentiation of pupils into tracks and streams led to a polarization into "anti-school" and "pro-school" cultures. Support for this differentiation-polarization theory is mainly based on case studies. This paper presents findings of a quantitative study in Belgium (Flanders). Attention is given to the conceptualization of the polarization component of the differentiation-polarization theory. The findings suggest that the culture of pupils is less study-oriented in technical/vocational schools than in general (grammar) schools. The differentiation-polarization theory also applies to school staffs: the staff culture is less academically-oriented in technical/vocational schools than in general schools. Moreover, staffs' attitudes towards pupils--their judgements on the teachability of pupils and the trust they place in pupils--are different. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10