What Factors Help To Explain Differences In Educational Achievement And Experience?
Akopọ
Walk into any country’s examination results and you will find a pattern: achievement is not spread evenly. On average it differs by social class, by gender and by ethnicity, and it differs hugely between rich and poor societies. The big sociological question is why. Is it the home a child comes from, or the school they attend, or both?
This lesson tackles the home and out-of-school side of that question. You will learn how material deprivation, from a lack of books to a lack of broadband, holds some pupils back; how cultural deprivation and Bourdieu’s idea of cultural capital give middle-class children a head start; how language and parental attitudes feed in; and how compensatory education tries to level the field. You will weigh these against in-school factors and learn to argue, like an examiner wants, that achievement is shaped by both home and school together.
Awọn Afojusun
- Social class.
- Ethnicity.
- Gender.
- Global differences.
- Material factors, e.g. access to digital technology.
- Cultural and social factors.
- Cultural capital.
- Home/community factors.
- Linguistic factors.
- Compensatory education.
- In-school factors, e.g. pro- and anti-school sub-cultures.
- Selective and private education.
- Labelling theory.
- Marxist explanations.
Akọ̀wé Ẹ̀kọ́
O wa lori ohun elo Green Bridge
Gba ohun elo Green Bridge CBT sori foonu tabi kọmputa rẹ lati ri awọn akọsilẹ ẹkọ ni kikun, awọn ibeere adaṣe, ati diẹ sii.
Ìdánwò Ẹ̀kọ́
Oriire fun ipari ẹkọ lori What Factors Help To Explain Differences In Educational Achievement And Experience?. Ni bayi ti o ti ṣawari naa awọn imọran bọtini ati awọn imọran, o to akoko lati fi imọ rẹ si idanwo. Ẹka yii nfunni ni ọpọlọpọ awọn adaṣe awọn ibeere ti a ṣe lati fun oye rẹ lokun ati ṣe iranlọwọ fun ọ lati ṣe iwọn oye ohun elo naa.
Iwọ yoo pade adalu awọn iru ibeere, pẹlu awọn ibeere olumulo pupọ, awọn ibeere idahun kukuru, ati awọn ibeere iwe kikọ. Gbogbo ibeere kọọkan ni a ṣe pẹlu iṣaro lati ṣe ayẹwo awọn ẹya oriṣiriṣi ti imọ rẹ ati awọn ogbon ironu pataki.
Lo ise abala yii gege bi anfaani lati mu oye re lori koko-ọrọ naa lagbara ati lati ṣe idanimọ eyikeyi agbegbe ti o le nilo afikun ikẹkọ. Maṣe jẹ ki awọn italaya eyikeyi ti o ba pade da ọ lójú; dipo, wo wọn gẹgẹ bi awọn anfaani fun idagbasoke ati ilọsiwaju.
- Material deprivation in education is best described as: A. a lack of the attitudes and values schools reward B. a lack of money and physical resources that support learning C. a teacher's low expectation of a pupil D. placing pupils in sets by ability Answer: B
- The concept of 'cultural capital' was developed by: A. Bowles and Gintis B. Pierre Bourdieu C. Talcott Parsons D. Emile Durkheim Answer: B
- Which of the following is an out-of-school (home) factor? A. Setting and streaming B. The hidden curriculum C. Parental attitudes to education D. Teacher labelling Answer: C
- A common criticism of cultural deprivation theory is that it: A. blames the school for everything B. unfairly blames working-class families and ignores poverty C. denies that home factors matter D. only applies to middle-class pupils Answer: B
- Compensatory education refers to: A. paying teachers more in poorer areas B. extra support aimed at offsetting out-of-school disadvantage C. setting pupils strictly by ability D. teaching only in a second language Answer: B
O wa lori ohun elo Green Bridge
Gba ohun elo Green Bridge CBT sori foonu tabi kọmputa rẹ lati ri awọn akọsilẹ ẹkọ ni kikun, awọn ibeere adaṣe, ati diẹ sii.
O wa lori ohun elo Green Bridge
Gba ohun elo Green Bridge CBT sori foonu tabi kọmputa rẹ lati ri awọn akọsilẹ ẹkọ ni kikun, awọn ibeere adaṣe, ati diẹ sii.
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Ṣe o fẹ ṣe adaṣe awọn ibeere idanwo adaṣe nipa What Factors Help To Explain Differences In Educational Achievement And Experience?? Ṣe igbasilẹ ohun elo Green Bridge CBT lati wọle si awọn ibeere idanwo adaṣe ati awọn ayẹwo adaṣe kikun fun koko-ọrọ yii.
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