Pupils' Perceptions of Setting and beyond--A Response to Hallam and Ireson

Autor/in	Abraham, John
Titel	Pupils' Perceptions of Setting and beyond--A Response to Hallam and Ireson
Quelle	In: British Educational Research Journal, 34 (2008) 6, S.855-863 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Stellungnahme; Student Motivation; Foreign Countries; Student Attitudes; Case Studies; Secondary School Students; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schulische Motivation; Ausland; Schülerverhalten; Case study; Fallstudie; Case Study; Sekundarschüler; Großbritannien
Abstract	This article examines the important data on pupils' perceptions of setting and mixed-ability classes in 45 comprehensive schools in England collected by Hallam and Ireson. It is argued that the finding that most pupils prefer setting to mixed-ability classes requires closer scrutiny and more careful interpretation. The conclusion that such preferences are because setting matches pupils' needs to their abilities is not compelling. Pupils' perceptions may be a product of transmitted ideology and wider cultural and organisational factors inside and outside school. Moreover, it is not clear what the implications of Hallam and Ireson's data on mixed-ability "classes" are for mixed-ability "teaching". While, Hallam and Ireson propose more differentiated teaching and learning in mixed-ability classes, this article contends that their data could be interpreted to imply just the opposite. Finally, the implications of their data for the debate about the nature of comprehensive education in Britain are considered. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10