Schools that Make a Difference: a sociological perspective on effective schooling

Proudford, Christine; Baker, Robert

doi:10.1080/0142569950160301

Cited by 13 publications

(5 citation statements)

References 7 publications

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“…If such exclusionary practice which isolates signi®cant minorities within our culture continues, it is imperative that research starts to problematize basic understandings of`e ectiveness' and adopts a more holistic conceptualization of the term. Here, a sociological perspective of school e ectiveness (Angus 1993, Proudford andBaker 1995) challenges the technocratic view of schooling implicit in much of the school e ectiveness literature, and the idea that the process of schooling can be divorced from the social, cultural and political dimensions of the local and broader context in which the school is embedded. It is towards examining such factors as well that researchers should turn their attention.…”

Section: Reconceptualizing`e Ectiveness'mentioning

confidence: 93%

Inclusion in action: an in-depth case study of an effective inclusive secondary school in the south-west of England

Avramidis¹,

Bayliss²,

Burden³

2002

International Journal of Inclusive Education

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This paper represents the outcomes of an in-depth case study of a secondary school in the south-west of England, identi®ed as inclusive by the local education authority (LEA). The study, which formed the second part of a`bricolage' approach, utilized ethnographic research methods, with the aim of investigating inclusion in a holistic way, at the school level. Data were collected through interviewing of a variety of school constituencies and participant observation. The analysis suggested that: (a) the participants were enculturated into the integration model; (b) although there were strong perceived academic bene®ts for the included students, the evidence is contradictory regarding the social outcomes of inclusion; (c) successful implementation of inclusion requires restructuring of the physical environment, resources, organizational changes and instructional adaptations; and (d) there was a perceived need for ongoing professional development. The ®ndings reported in this investigation may be used to illuminate current practice in the LEA and to provide directions for formulating policies to support`inclusive practice' in ways which are acceptable to teachers, parents and students.

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Section: Reconceptualizing`e Ectiveness'mentioning

confidence: 93%

Inclusion in action: an in-depth case study of an effective inclusive secondary school in the south-west of England

Avramidis¹,

Bayliss²,

Burden³

2002

International Journal of Inclusive Education

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“…The most straightforward explanation for the more limited pedagogies observed in disadvantaged schools relates to the mismatch between student demands and organisational capacity, exemplified in more detail in the work of Thrupp (1999) and Lupton (2006) and in their joint work Thrupp 2007, 2011;Lupton, Thrupp, and Brown 2010), but also in other studies (Metz 1990;Proudford and Baker 1995;Gewirtz 1998;Ofsted 2000;Maden 2001;Thomson 2002;Smyth and McInerney 2007;Mills and Gale 2009;Carrasco-Rozas 2010) and in the data we present above. The argument made by these authors is that schools are designed and resourced according to a set of assumptions about the school social relations and processes informed by middle-class norms.…”

Section: Constraints On Pedagogical Practice In Working-class Schoolsmentioning

confidence: 96%

The importance of teaching: pedagogical constraints and possibilities in working-class schools

Lupton

Hempel-Jorgensen

2012

Journal of Education Policy

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This paper starts from the propositions that (a) pedagogy is central to the achievement of socially just education and (b) there are existing pedagogical approaches that can contribute to more socially just outcomes. Given the ostensible commitments of the current English Government to reducing educational inequality and to the importance of teaching, we set out to explore the conditions that would need to be put in place to enable these approaches to be developed and sustained consistently in disadvantaged schools in England. We start by analysing classroom observation and interview data from four primary schools with contrasting socio-economic composition, highlighting the different pedagogical practices that emerge in working-and middle-class schools and also in working-class schools in different circumstances. Interviews with pupils show the impact of these practices on learner identities. We then draw on a variety of literatures on school composition, markets, leadership and teacher identities to present an account of the ways in which these different pedagogies are consciously or unconsciously produced. We point to systemic constraints: a mismatch between student demands and organisational capacity; teachers' attitudes and professional identities and performative pressures on school leaders. All of these suggest the need for fundamental reforms to educational purposes and system architecture, rather than the naïve reliance on teacher agency to transform educational outcomes. Nevertheless, the current policy environment in England does offer some possibilities for action and we close the paper with some suggestions about ways in which capacity for more socially just pedagogy could be built within English schools.

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“…To go beyond this debate, the sociological perspective of school effectiveness (Angus, 1993;Proudford & Baker, 1995) can be considered. The main theme of this approach is that the idea that the process of schooling cannot be divorced from the social, cultural and political dimensions of the local and broader context in which the school is embedded.…”

Section: Understanding Inclusionmentioning

confidence: 99%

Inclusion, Disability and Culture

Hassanein¹

2015

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ScopeThis series addresses the many different forms of exclusion that occur in schooling across a range of international contexts and considers strategies for increasing the inclusion and success of all students. In many school jurisdictions the most reliable predictors of educational failure include poverty, Aboriginality and disability. Traditionally schools have not been pressed to deal with exclusion and failure. Failing students were blamed for their lack of attainment and were either placed in segregated educational settings or encouraged to leave and enter the unskilled labour market. The crisis in the labor market and the call by parents for the inclusion of their children in their neighborhood school has made visible the failure of schools to include all children.Drawing from a range of researchers and educators from around the world, Studies in Inclusive Education will demonstrate the ways in which schools contribute to the failure of different student identities on the basis of gender, race, language, sexuality, disability, socio-economic status and geographic isolation. This series differs from existing work in inclusive education by expanding the focus from a narrow consideration of what has been traditionally referred to as special educational needs to understand school failure and exclusion in all its forms. Moreover, the series will consider exclusion and inclusion across all sectors of education: early years, elementary and secondary schooling, and higher education.

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Schools that Make a Difference: a sociological perspective on effective schooling

Cited by 13 publications

References 7 publications

Inclusion in action: an in-depth case study of an effective inclusive secondary school in the south-west of England

Inclusion in action: an in-depth case study of an effective inclusive secondary school in the south-west of England

The importance of teaching: pedagogical constraints and possibilities in working-class schools

Inclusion, Disability and Culture

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