Bringing Bourdieu to mathematics education: a response to Williams and Choudry

Noyes, Andrew

doi:10.1080/14794802.2016.1141314

Cited by 4 publications

(3 citation statements)

References 10 publications

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“…David S. Knight https://orcid.org/0000-0002-4067-155X Notes 1. Readers may be familiar with other paradigmatic perspectives of value, such as "use value" and "exchange value" (e.g., Noyes, 2016;Peters, 2002). Our definition of cost-effectiveness is drawn from the cost-effectiveness literature (see Levin et al, 2017 for an overview).…”

Section: Orcid Idmentioning

confidence: 99%

Cost-Effectiveness of Instructional Coaching: Implementing a Design-Based, Continuous Improvement Model to Advance Teacher Professional Development

Knight

Skrtic

2020

Journal of School Leadership

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Schools devote substantial resources to teacher professional development each year. Yet studies show much of this investment is directed toward ineffective short-term workshops that have little impact on instructional change or student outcomes. At the same time, more intensive job-embedded forms of professional learning, such as instructional coaching, require substantially more resources than traditional professional development. We report the results of a two-year study assessing the cost-effectiveness of instructional coaching through a design-based, continuous improvement research model. We study iterative, inquiry cycles in which educators collect data and make changes to the coaching model based on multiple rounds of implementation. We determined the effectiveness of coaching during each iteration by tracking the number of times teachers and coaches reached student-outcome based goals set during the coaching cycle. We assess the cost of implementing the coaching model for each of the three iterations by monitoring staff time allocations and other resource use. Results show that across five schools, the cost of the coaching intervention decreased substantially from the first iteration to the second iteration but increased moderately during the third iteration. Our findings suggest that coaching programs can become more cost-effective over time, as coaches and teachers refine their work together. While specific design features of the study limit generalizability of our findings, the study demonstrates how improvement science or design-based research can be combined with cost-effectiveness research to improve practice in local settings.

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Section: Orcid Idmentioning

confidence: 99%

Cost-Effectiveness of Instructional Coaching: Implementing a Design-Based, Continuous Improvement Model to Advance Teacher Professional Development

Knight

Skrtic

2020

Journal of School Leadership

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“…Bourdieu argued that the educational system rewards students from middle-class backgrounds due to the cultural capital they possess. Some prior studies have applied Bourdieu's approach to mathematics education (Noyes, 2016;Noyes, 2006;Jorgensen et al, 2011;Williams & Choudry, 2016;Kleanthous & Williams, 2013); however, none focuses explicitly on the role that cultural capital and habitus play in the intergenerational reproduction of attitudes towards and achievement in mathematics. This article draws on Bourdieu's conceptual tools of habitus and cultural capital to offer a nuanced explanation of social class, ethnic and gender differences in students' attitudes towards and achievement in mathematics.…”

Section: Introductionmentioning

confidence: 99%

Social class inequalities in attitudes towards mathematics and achievement in mathematics cross generations: a quantitative Bourdieusian analysis

Quaye

Pomeroy

2021

Educ Stud Math

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Drawing on Bourdieu’s theory of social and cultural reproduction, this article utilizes the conceptual tools of habitus and cultural capital to examine intergenerational inequalities in attitudes towards mathematics and mathematics learning in three secondary schools in England. Data from 1079 students aged 14–16 included mathematics achievement, survey measures of attitudes towards mathematics, perceived parental attitudes towards mathematics, newly developed scales for cultural capital and habitus, and social class. There was a very strong relationship between student’s attitudes towards mathematics and students’ perceptions of their parents’ attitudes towards mathematics. Middle-class students reported more positive attitudes towards mathematics, more positive perceived parental attitudes towards mathematics, and had higher mathematics achievement than working-class students. Cultural capital had a significant positive effect on students’ attitudes towards mathematics but a minor effect on their achievement in mathematics. However, cultural capital’s effect on students’ attitudes and achievement in mathematics faded when habitus was included in the model. We suggest that habitus may play a more central role than cultural capital in the reproduction of mathematics inequalities. School quality had a modest but significant impact on mathematics outcomes in this study, so we argue that challenges to mathematics inequalities will require changes both within and outside of mathematics classrooms. Supplementary Information The online version contains supplementary material available at 10.1007/s10649-021-10078-5.

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“…Furthermore, whilst Bourdieu's theoretical framework has been extensively used in educational research (Galloway 2015;James 2015;Leahy 2010;Noyes 2016), adult education, and higher education, with a few notable exceptions (Avis and Bathmaker 2004;Bathmaker and Avis 2005;2007;Duckworth and Maxwell 2015) its application to FE ITE is limited. I therefore thought using a multi-faceted approach to habitus to investigate trainee learning in the workplace would be an original contribution of my research.…”

Section: Protection From Harmmentioning

confidence: 99%

Learning in the workplace: a Bourdieusian study of trainee further education teachers

Boodt¹

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Trainee teachers in Further Education (FE) come from disparate social and professional backgrounds. These disparate backgrounds can influence how they conceptualise themselves as teachers, often resulting in significant cognitive and emotional disruption as they seek to adapt their previously held dispositions in light of their workplace experiences. With teacher retention rates currently low, it is important to reveal the lived experiences of FE trainees learning in the workplace so that they can be better supported to understand and manage the challenges of teaching in FE. This interpretivist inquiry builds theory by using the Bourdieusian theory of habitus as a multi-faceted concept to explore how trainees’ habituated dispositions influence their interactions with learning opportunities in the workplace, how they operationalise their capitals to develop their practical teaching skills, and the role mentors play in these processes. Data were generated using semi-structured interviews from six case studies comprising in-service trainees and their mentors. Analysis of the data shows that habituated dispositions play a significant role in trainees’ interactions with learning in the workplace, influencing their evolving teacher habitus and how they perceive and subsequently operationalise their capitals. Mentors are a key part of these processes as they support trainees to understand the culture, values and practices of the workplace field and in so doing, to become accepted and valued team members. This study adds knowledge about trainee habitus-field fit and how trainees operationalise their capitals in the field to enhance their learning. It points towards ways for mentors and teacher educators to better support FE trainees as they learn how to navigate and acculturate themselves to the education field and provides further evidence for policy-makers of the longstanding need to ensure the status of FE teachers reflects the pivotal role assigned to the sector. Finally, it identifies areas for future research, such as how FE teachers enact emotional practice and the importance of informal trainee learning.

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Bringing Bourdieu to mathematics education: a response to Williams and Choudry

Cited by 4 publications

References 10 publications

Cost-Effectiveness of Instructional Coaching: Implementing a Design-Based, Continuous Improvement Model to Advance Teacher Professional Development

Cost-Effectiveness of Instructional Coaching: Implementing a Design-Based, Continuous Improvement Model to Advance Teacher Professional Development

Social class inequalities in attitudes towards mathematics and achievement in mathematics cross generations: a quantitative Bourdieusian analysis

Learning in the workplace: a Bourdieusian study of trainee further education teachers

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