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ERIC Number: EJ817968
Record Type: Journal
Publication Date: 2008-Dec
Pages: 9
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: ISSN-0141-1926
Pupils' Perceptions of Setting and beyond--A Response to Hallam and Ireson
Abraham, John
British Educational Research Journal, v34 n6 p855-863 Dec 2008
This article examines the important data on pupils' perceptions of setting and mixed-ability classes in 45 comprehensive schools in England collected by Hallam and Ireson. It is argued that the finding that most pupils prefer setting to mixed-ability classes requires closer scrutiny and more careful interpretation. The conclusion that such preferences are because setting matches pupils' needs to their abilities is not compelling. Pupils' perceptions may be a product of transmitted ideology and wider cultural and organisational factors inside and outside school. Moreover, it is not clear what the implications of Hallam and Ireson's data on mixed-ability "classes" are for mixed-ability "teaching". While, Hallam and Ireson propose more differentiated teaching and learning in mixed-ability classes, this article contends that their data could be interpreted to imply just the opposite. Finally, the implications of their data for the debate about the nature of comprehensive education in Britain are considered. (Contains 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United Kingdom (England)