ERIC Number: EJ729314
Record Type: Journal
Publication Date: 2006-Jun
Pages: 20
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0022-0272
EISSN: N/A
School Type and Academic Culture: Evidence for the Differentiation-Polarization Theory
Van Houtte, Mieke
Journal of Curriculum Studies, v38 n3 p273-292 Jun 2006
Several decades ago it was shown that the differentiation of pupils into tracks and streams led to a polarization into "anti-school" and "pro-school" cultures. Support for this differentiation-polarization theory is mainly based on case studies. This paper presents findings of a quantitative study in Belgium (Flanders). Attention is given to the conceptualization of the polarization component of the differentiation-polarization theory. The findings suggest that the culture of pupils is less study-oriented in technical/vocational schools than in general (grammar) schools. The differentiation-polarization theory also applies to school staffs: the staff culture is less academically-oriented in technical/vocational schools than in general schools. Moreover, staffs' attitudes towards pupils--their judgements on the teachability of pupils and the trust they place in pupils--are different.
Descriptors: Educational Environment, School Culture, Social Theories, Teacher Attitudes, Vocational Education, Track System (Education), Ability Grouping, Academic Achievement, Foreign Countries, Social Stratification, Institutional Characteristics, Secondary Schools
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Grant or Contract Numbers: N/A