Educational underachievement external & internal factors (some)
Unit 1
AS level sociology
AQA
includes : gender, ethnic minorities and social class.
research inc: Sewell & Rosenthal & Jacobsen e.t.c
For AQA GCE Sociology Unit 2 Class differences in achievement (1)Haleema Begum
For AQA GCE Sociology Unit 2 Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 2 Education- Gender differences and educat...Haleema Begum
For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 2 Education- Ethhnic differences in achiev...Haleema Begum
For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 1 Couples Families and Households Haleema Begum
For AQA GCE Sociology Unit 1 Chapter 1 Revision. Print out as a handout, it is a good way to revision: associating the picture with the title allows you to fill in the info by your own associations. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
For AQA GCE Sociology Unit 2 Class differences in achievement (1)Haleema Begum
For AQA GCE Sociology Unit 2 Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 2 Education- Gender differences and educat...Haleema Begum
For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 2 Education- Ethhnic differences in achiev...Haleema Begum
For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 1 Couples Families and Households Haleema Begum
For AQA GCE Sociology Unit 1 Chapter 1 Revision. Print out as a handout, it is a good way to revision: associating the picture with the title allows you to fill in the info by your own associations. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 1 Childhood Families and HouseholdsHaleema Begum
For AQA GCE Sociology Unit 1 Chapter 1 Revision. Print out as a handout, it is a good way to revision: associating the picture with the title allows you to fill in the info by your own associations. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 1 Theories of the family (3)Haleema Begum
For AQA GCE Sociology Unit 1 Chapter 1 , Theories of the family Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 1 Changing Patterns and Family diversity (5)Haleema Begum
For AQA GCE Sociology Unit 1 Chapter 1 Revision. Print out as a handout, it is a good way to revision: associating the picture with the title allows you to fill in the info by your own associations. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!
GCE Sociology Revision (AQA)- Unit 2 Education- Functionalist and the New Rig...Haleema Begum
For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
This is developed from a resource by Liz Voges (TES website) and looks at how social class impacts on educational acheivement it covers a number of key ideas and underlying theories of learning and social class.
socio economic barriers to learning affect hundreds of children around the world, hence children drop out due to limited support they get in schools and from the society at large.These barriers need to be addressed so that learners can learn without limitations.
GCE Sociology Revision (AQA)- Unit 1 Childhood Families and HouseholdsHaleema Begum
For AQA GCE Sociology Unit 1 Chapter 1 Revision. Print out as a handout, it is a good way to revision: associating the picture with the title allows you to fill in the info by your own associations. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 1 Theories of the family (3)Haleema Begum
For AQA GCE Sociology Unit 1 Chapter 1 , Theories of the family Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
GCE Sociology Revision (AQA)- Unit 1 Changing Patterns and Family diversity (5)Haleema Begum
For AQA GCE Sociology Unit 1 Chapter 1 Revision. Print out as a handout, it is a good way to revision: associating the picture with the title allows you to fill in the info by your own associations. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!
GCE Sociology Revision (AQA)- Unit 2 Education- Functionalist and the New Rig...Haleema Begum
For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
This is developed from a resource by Liz Voges (TES website) and looks at how social class impacts on educational acheivement it covers a number of key ideas and underlying theories of learning and social class.
socio economic barriers to learning affect hundreds of children around the world, hence children drop out due to limited support they get in schools and from the society at large.These barriers need to be addressed so that learners can learn without limitations.
Boyden modernity, mobility and the reshaping of childhoodYoung Lives Oxford
Professor Jo Boyden, Director of the Young Lives study, was invited by the CESS-UNICEF Division for Child Studies and the Director of the Centre for Economic and Social Studies in Hyderabad to give a Distinguished Guest Lecture on 24 Septebmer 2014.
We all have hidden biases (both favorable and unfavorable) that influence our behavior. How do we become aware of our biases? How can we show respect to the students/families from diverse cultures that we serve? Kazue McGregor teaches about Cultural Competency. Cultural competency is the ability to effectively deliver services to meet our client’s social, cultural, and sometimes linguistic needs and show families that you truly care.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. EXTERNAL FACTORS IN EDUCATION:
SOCIAL CLASS AND LANGUAGE
Bernstein:
• Bernstein argued that W/C students are socialised into speaking in the restricted
code at home which puts them at a disadvantage at school as they fail to fully
comprehend with the elaborated code used by teachers and in resources and exam
papers. Whilst W/C only had access to the restricted code, W/C had access to both.
Labov:
• Labov questioned whether language socialisation was a key factor for working class
underachievement, as he did a study on a group of black students in Harlem and
concluded that their speech patterns were simply different therefore leading other
sociologists to finding different external factors in educational underachievement.
External = outside of the school
3. EXTERNAL FACTORS IN EDUCATION:
GENDER AND LANGUAGE
Girls:
• Develop language quicker due to early socialisation e.g. Hannan, where from a
young age girls spend a lot of their time talking with their friends and role
playing toys etc. which helps them develop their language skills and contributes
to them benefiting at school, as school is described as a language experience.
Boys:
• In contrast, boys during their early socialisation tend to play with toys such as
cars whereby they make sounds rather than actual speech which puts them at a
disadvantage as they are further behind in terms of speech and language which
is necessary for school life.
4. EXTERNAL FACTORS IN EDUCATION:
ETHNIC MINORITIES AND LANGUAGE
• English is a second language to many ethnic minority pupils
• As a result, teachers may label language difficulties as a lack of ability.
• However, language is only a temporary disadvantage as they tend to catch up by
the age of 16, as several studies including Ballard, and Mahmood in his Swann
Report have proved this.
5. EXTERNAL FACTORS IN EDUCATION:
SOCIAL CLASS AND FAMILY LIFE/CULTURAL
DEPRIVATION• W/C fail to provide appropriate attitudes and values for their children to educaation, so as a
result, they end up being socially deprived which is why W/C pupils tend to gratify
themselves in the present (immediate gratification.)
• W/C parents tend to not often be involved in their children’s education as they themselves
are not often not educated.
• In contrast to W/C pupils who tend to have access to books, toys and groups that tend to
encourage thinking and put a positive label on learning.
• M/C parents are generally more involved in their children’s education, e.g being able to help
with homework because they are educated themselves.
• M/C families often have more social capital, whereby they watch documantaries, visit
theaters and attend cultural/educational trips
• They also have social capital whereby they have a wider access to links and networks which
may help their child to succeed further within the education system.
6. EXTERNAL FACTORS IN EDUCATION:
GENDER AND FAMILY LIFE/CULTURAL DEPRIVATION• Working class parents fail to give their children positive attitudes and values towards education, so
their children end up growing up being culturally deprived as a result.
• The working class tend to have immediate gratification, whereby they put off planning for future
education and careers and gratify themselves now, in the present.
• The working class also aren’t very involved in their children's education e.g. homework, as they
tend not to be educated themselves.
• However, the Middle class generally have more money so they can provide things for their child
such as extra tuition and revision resources.
• The M/C have more cultural capital, so they tend to spend their spare time visiting education places
and theatres for example, they also tend to read more and watch TV programmes such as
documentaries.
• M/C are more involved in their children’s education as they are educated themselves and they also
have more social capital so they have links and networks that can help contribute to their
children’s education. As well as this, the M/C have deferred gratification, whereby they put aside
pleasure to gratify themselves later on in order to plan for their education and future career in the
present, now.
7. EXTERNAL FACTORS IN EDUCATION:
GENDER AND FAMILY LIFE/CULTURAL
DEPRIVATION
• Boys tend to not spend their spare time efficiently in terms of education, as they tend to
gratify themselves in the present and spend it playing things such as football and video
games for example. This puts them at a disadvantage in terms of education because they are
likely to be behind.
• There is also a decrease in opportunities in the job sector for boys, which can be
demotivating.
• In contrast, girls tend to spend their spare time more efficiently, doing things such as
reading, watching a wider range of TV programmes such as documentaries and attending
clubs.
• There are also more girls in university in comparison to boys which is a reflection to the
increase in job opportunities that there are for girls now.
8. EXTERNAL FACTORS IN EDUCATION:
ETHNICITY AND FAMILY LIFE/CULTURAL
DEPRIVATION
• Bhatti’s research showed that ethnic minorities including Indian and Chinese parents were more
heavily involved in their children's education.
• Mahdood’s study also showed that ethnic minority parents have higher aspirations for their children.
• Indian and Chinese parents generally have more social capital which puts them at an advantage.
• However, black Caribbean children are at a disadvantage as they tend to live in families where they
have lonesome parents, so their parents tend to not be so heavily involved in their childrens
education as they spend most of their time working in order to provide for the family.
• This puts them at a disadvantage in terms of education as they lack help at home and therefore may
find it difficult at school.
9. EXTERNAL FACTORS IN EDUCATION:
SOCIAL CLASS AND MATERIAL DEPRIVATION
• The working class have less income so are more likely to live in poverty.
• They have less money for food which can result in a poor diet for their kids, which may lead to sickness e.t.c which
may lead to them having to have days off at school, where they will be behind on the work.
• Because of their lower income, they are more likely to live in poorer housing conditions, for example, having to
share a room with siblings and not having a desk means that it is harder to find the time and space to revise.
• However, the Middle class have a higher income so can provide things such as materials, tuition and resources
for their children.
• Often have bigger houses, so they’re more spacious and there is more room to revise.
• Can also provide transport to better schools that are further away.
10. EXTERNAL FACTORS IN EDUCATION:
GENDER AND FAMILY MATERIAL
DEPRIVATION
• Boys tend to ask for/spend their money on things that don’t contribute to their education
such as video games for example, spending their money on wants rather than needs which
puts them at a disadvantage because this can easily be distractible when it comes to things
such as revision.
• However, girls tend to ask for/spend their money on things that will benefit them to a better
education, such as stationary for school, books and revision resources.
11. EXTERNAL FACTORS IN EDUCATION:
ETHNICITY AND FAMILY MATERIAL
DEPRIVATION
• Bangladeshi, Pakistani and Black Caribbean families are at greater risk of living in poverty or experience
unemployment, their children are often eligible for free school meals also, which means they are at a
disadvantage because their parents aren’t able to support them as they may find it difficult to provide
revision resources and uniform for their children as well as paying for them to go on beneficial educational
trips.
• However, ethnic minorities such as Chinese and Indian families tend to earn a high income so are more able
to have their children experience more cultural capital and be able to afford revision resources e.t.c
12. INTERNAL FACTORS IN EDUCATION SOCIAL
CLASS AND LABELLING/STEREOTYPING
• Working class are more likely to receive negative teacher labelling as they are seen as being badly
behaved and less able.
• Middle class are more likely to receive a positive teacher labelling as they are seen as well behaved
and more able.
Becca:
• Conducted a study of 60 teachers in Chicago and found that they labelled students based upon their
social class.
13. INTERNAL FACTORS IN EDUCATION GENDER
AND LABELLING/STEREOTYPING
• Boys are negatively labelled as teachers have low expectations of them, for example,
they expect their work to be late, rushed and messy, this can lead to a self-fulfilling
prophecy.
• However, girls are seen as well behaved, organised and more motivated to learn.
14. INTERNAL FACTORS IN EDUCATION
ETHNICITY AND LABELLING/STEREOTYPING
• Whilst Indian and Chinese students are labelled positively due to the stereotype of them being high
achievers, black Caribbean students are labelled negatively.
Sewell:
• This was shown in Sewell’s study whereby he found that teachers looked down upon them as rebellious
and of an anti-authority.
15. INTERNAL FACTORS IN EDUCATION SOCIAL
CLASS AND THE IDEAL PUPIL
Becker:
• Becker argued that middle class teachers have an idea of ‘ideal pupils’ who are generally middle class who
speaks in the elaborated code, is polite and well dressed.
• Becker also argued that whilst the middle class were positively labelled, the working class were negatively
labelled as a irrespective to their intelligence.
Rosenthal & Jacobsen:
• Rosenthal and Jacobsen argued that teacher labelling led to a self fulfilling prophecy.
16. INTERNAL FACTORS IN EDUCATION SOCIAL
CLASS AND STREAMING
• Working class students are normally put into a lower stream due to negative labelling.
Keddie:
• Keddie found that students in higher streams were generally students of a middle class and
were fed high status knowledge whilst students in the lower stream were given only low status
knowledge.
Ball:
• Ball argued that the middle class were warmed up and cooled out of the education system.
17. INTERNAL FACTORS IN EDUCATION GENDER
AND STREAMING
• Girls are generally placed in higher streams as they are seen as dedicating school like to hard work
and success.
• However, boys are placed into lower streams and are seen as only wanting to escape school to enter
the world of unskilled, manual work.