The Effects of Pupil Composition in Primary Schools wbl
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The Effects of Pupil Composition in Primary Schools wbl
1Social Class, Pupil Composition, Pupil Progress and School Performance: An Analysis of Primary SchoolsHugh Lauder, Daphne Kounali, Tony Robinson, Har The Effects of Pupil Composition in Primary Schools wblrvey Goldstein and Martin ThruppThis paper investigates the effects of pupil composition in primary schools. There has been considerable debate about the nature and effects of pupil composition, by which we mean the effects the student body may have on school outcomes independent of individual pupil The Effects of Pupil Composition in Primary Schools wbl characteristics such as their social class, gender, and ethnicity backgrounds and whether they have learning difficulties.The debate has been ‘alive’The Effects of Pupil Composition in Primary Schools wbl
since the publication of Coleman’s et al’s (1966) celebrated report because it is central to two related concerns: the nature of school effectiveness1Social Class, Pupil Composition, Pupil Progress and School Performance: An Analysis of Primary SchoolsHugh Lauder, Daphne Kounali, Tony Robinson, Har The Effects of Pupil Composition in Primary Schools wbll typical positions, the first claims that school effectiveness is a function of school management and teacher performance, while the latter claims that social factors (e.g., social class) determine pupil outcomes in schools. In this respect, pupil composition can be seen as one social factor that m The Effects of Pupil Composition in Primary Schools wblay be significant in determining pupil outcomes. However, they note that we can consider these two positions as at the ends of a spectrum and that mucThe Effects of Pupil Composition in Primary Schools wbl
h of the debate centres on the relative contributions of schools and teachers and social factors.In policy terms, the debate is crucial because if ind1Social Class, Pupil Composition, Pupil Progress and School Performance: An Analysis of Primary SchoolsHugh Lauder, Daphne Kounali, Tony Robinson, Har The Effects of Pupil Composition in Primary Schools wblls that would best raise school performance. It can be argued that policy makers have focussed, over the past twenty years, on these factors by enlisting the support of some school effectiveness and improvement studies (Goldstein and Woodhouse, 2000). Policy makers claimed that reference to social f The Effects of Pupil Composition in Primary Schools wblactors, is no more than an excuse for poor performance made by educators.2In England and to some extent the United States this has led to two specificThe Effects of Pupil Composition in Primary Schools wbl
sets of policy: a) what may be called the state theory of learning (Lauder, Brown. Dillabough and Halsey, 2006) and b) the introduction of market mec1Social Class, Pupil Composition, Pupil Progress and School Performance: An Analysis of Primary SchoolsHugh Lauder, Daphne Kounali, Tony Robinson, Har The Effects of Pupil Composition in Primary Schools wblriculum, and in primary schools mandated pedagogy, with respect to numeracy and literacy will raise ‘standards'. High stakes testing is meant to hold schools and increasingly teachers to account while it is also intended to provide feedback for students. Students are set targets related to the tests The Effects of Pupil Composition in Primary Schools wbl and their progress is monitored in relation to them. These policies presuppose a theory of motivation in which children are stimulated to achieve theThe Effects of Pupil Composition in Primary Schools wbl
test results while teachers similarly have the spur of achieving high test results since their school with be judged against others in published leag1Social Class, Pupil Composition, Pupil Progress and School Performance: An Analysis of Primary SchoolsHugh Lauder, Daphne Kounali, Tony Robinson, Har The Effects of Pupil Composition in Primary Schools wbln terms of pupil progress. In our study, we introduce value added measures by which schools may be judged according to a range of measures associated with social class, prior achievement and composition variables relating to these. Official studies have used limited contextual measures of value adde The Effects of Pupil Composition in Primary Schools wbld, although there remain major issues as to how they have been used (Goldstein. 2007). As we detail below, the official value added measures are limitThe Effects of Pupil Composition in Primary Schools wbl
ed because they do not include a range of key variables, amongst them composition variables. How school performance is measured is important because w1Social Class, Pupil Composition, Pupil Progress and School Performance: An Analysis of Primary SchoolsHugh Lauder, Daphne Kounali, Tony Robinson, Har The Effects of Pupil Composition in Primary Schools wbld on a school to raise test results (Lauder. Brown, Lupton. Hempel-Jorgensen and Castle, 2006), raising questions about teacher's professional autonomy and morale.In addition to these state spurs and sanctions, the market mechanism of parental choice is also seen as a way of driving up ‘standards’, The Effects of Pupil Composition in Primary Schools wblin that schools which do not attract pupils to fill their allocated rolls may be penalised financially and ultimately threatened with closure. This laThe Effects of Pupil Composition in Primary Schools wbl
tter policy IS particularly germane to the question of the nature of the pupil body since3studies have shown that parental choice has an impact on the1Social Class, Pupil Composition, Pupil Progress and School Performance: An Analysis of Primary SchoolsHugh Lauder, Daphne Kounali, Tony Robinson, Har The Effects of Pupil Composition in Primary Schools wbl composition has a significant impact on school performance assumes a central position with the debate over school effectiveness for two reasons: in so far as pupil composition does not enter into official judgements about school performance, it may be that schools and teachers are wrongly held resp The Effects of Pupil Composition in Primary Schools wblonsible for their school’s performance. Official government statistics in England take into account various contextual measures in assessing school peThe Effects of Pupil Composition in Primary Schools wbl
rformance but they do not take into account a key consideration in this paper as to whether, for example, a disadvantaged pupil in a predominantly hig1Social Class, Pupil Composition, Pupil Progress and School Performance: An Analysis of Primary SchoolsHugh Lauder, Daphne Kounali, Tony Robinson, Har The Effects of Pupil Composition in Primary Schools wblupil composition of schools such that, for example, they become more polarised in terms of social class intake and this IS found to have a bearing on pupil outcomes, then fundamental questions will be raised about this policy.The DebateThe literature on the effects of pupil composition has been exte The Effects of Pupil Composition in Primary Schools wblnsive and while it is probably fair to say that the balance of evidence favours the existence of such effects, there is no consensus (Thrupp, 1997, NaThe Effects of Pupil Composition in Primary Schools wbl
sh, 2004). After three decades of studies reporting either the presence or absence of composition effects attention has turned to the basis for disagr1Social Class, Pupil Composition, Pupil Progress and School Performance: An Analysis of Primary SchoolsHugh Lauder, Daphne Kounali, Tony Robinson, Har The Effects of Pupil Composition in Primary Schools wblnd individual pupil outcomes, was not given sustained consideration until the advent of Thrupp's work (1999). He outlined three ways in which pupil composition might affect school and pupil outcomes: through peer subcultures, instruction and the curriculum and school policies and illuminated his the The Effects of Pupil Composition in Primary Schools wblory with an ethnographic study of working and middle class schools. He hypothesised that peer subcultures might either support school aims and4processThe Effects of Pupil Composition in Primary Schools wbl
es or resist them. In schools with a high proportion of working class youth schools there was a greater possibility of classroom disruption. In turn i1Social Class, Pupil Composition, Pupil Progress and School Performance: An Analysis of Primary SchoolsHugh Lauder, Daphne Kounali, Tony Robinson, Har The Effects of Pupil Composition in Primary Schools wblways of funding non core activities. At these three different but related levels. Thrupp (1999) argues that pupil composition has a significant impact on school and individual performance.However, Thrupps theoretical work arose our of the study of secondary schools and it is not immediately obvious The Effects of Pupil Composition in Primary Schools wblthat the pupil level aspect of his theory has application in primary schools largely because while we might expect to see issues of discipline and socThe Effects of Pupil Composition in Primary Schools wbl
ial control as of significance in some schools (Hempel-Jorgensen, 2007), these are unlikely to coalesce around sub-cultures of resistance in the sense1Social Class, Pupil Composition, Pupil Progress and School Performance: An Analysis of Primary SchoolsHugh Lauder, Daphne Kounali, Tony Robinson, Har The Effects of Pupil Composition in Primary Schools wbl The first. which reflects a position he has developed over twenty years, is that the experiences of the early childhood years develop a cognitive habitus which largely determines future school careers, hence:Discussion of the school composition effect and its relevance to school effectiveness shoul The Effects of Pupil Composition in Primary Schools wbld be located more securely in the larger debate about the relationships between social class, early childhood socialisation, the development of cognitThe Effects of Pupil Composition in Primary Schools wbl
ive and no cognitive habitus and the responsibility of the school for the learning outcomes of its students. (2003. p.453).Added to this theoretical p1Social Class, Pupil Composition, Pupil Progress and School Performance: An Analysis of Primary SchoolsHugh Lauder, Daphne Kounali, Tony Robinson, Har The Effects of Pupil Composition in Primary Schools wbleffects may be an example. He cites Bourdieu (1999) who argues that:[t]he perfectly commendable wish to see things in person, close up, sometimes leads people to search for the explanatory principles of5observed realities where they are not to be found (not all of them, in any case), namely, at the The Effects of Pupil Composition in Primary Schools wblsite of observation itself (p.181).Nash’s critique IS directed at ethnographic studies such as Thrupp's and not at quantitative studies which he seesThe Effects of Pupil Composition in Primary Schools wbl
as the essential precursor to qualitative studies which seek to explain observed quantitative effects?There are three points to make in thinking aboutGọi ngay
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