ERIC Number: EJ845751
Record Type: Journal
Publication Date: 2009-Jul
Abstractor: As Provided
Reference Count: N/A
What Are the Affective and Social Outcomes for Low-Achieving Students within an Inclusive School in Hong Kong?
Lam, Bick Har; Phillipson, Shane N.
Educational Research for Policy and Practice, v8 n2 p135-150 Jul 2009
In response to several major curriculum reforms in Hong Kong since 2000, schools were required to initiate policies that catered for learner diversity. As well academic achievement, the reforms also emphasized the affective and social outcomes of the learning experience. A whole-school approach to learner diversity includes students with low academic achievement and mild disabilities, with schools being free to develop policies and practices inline with the needs of the students, teachers, and parents. Against the Chinese cultural context, where high academic achievement is highly valued, this study describes the affective and social outcomes of students in one Hong Kong primary school that streamed students according to achievement level. Four hundred and ten students across Primary 3-5 responded to four instruments measuring "academic self-concept," "alienation from school," "teacher-students relationship," and "social integration." The responses showed that, when studying the regular curriculum, students in the low-achievement group reported greater levels of alienation and lowest levels of social integration compared with students with the highest levels of achievement. On the other hand, low-achieving students who studied a differentiated curriculum reported affective and social outcomes more consistent with the responses from the high-achieving students. The results suggest that there is a mismatch between the aims and practice of the educational policy reflecting learner diversity and the cultural expectations of both parents and students.
Descriptors: Inclusive Schools, Social Integration, Mild Disabilities, Academic Achievement, Foreign Countries, Cultural Context, Learning Experience, Educational Policy, Alienation, Teaching Methods, Educational Change, Student Diversity, Low Achievement, Holistic Approach, Elementary Education, Teacher Student Relationship, Self Concept, Student Reaction
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Hong Kong