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Mazenod, Anna; Francis, Becky; Archer, Louise; Hodgen, Jeremy; Taylor, Becky; Tereshchenko, Antonina; Pepper, David – Cambridge Journal of Education, 2019
'Ability' or attainment grouping can introduce an additional label that influences teachers' expectations of students in specific attainment groups. This paper is based on a survey of 597 teachers across 82 schools and 34 teacher interviews in 10 schools undertaken as part of a large-scale mixed-methods study in England. The paper focuses on…
Descriptors: Foreign Countries, Secondary School Students, Teacher Attitudes, Secondary Schools
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Taylor, Becky; Francis, Becky; Craig, Nicole; Archer, Louise; Hodgen, Jeremy; Mazenod, Anna; Tereshchenko, Antonina; Pepper, David – British Journal of Educational Studies, 2019
Research has consistently shown 'ability' grouping (tracking) to be prey to poor practice, and to perpetuate inequity. A feature of these problems is inequitable and inaccurate practice in allocation to groups or 'tracks'. Yet little research has examined whether such practices might be improved. Here, we examine survey and interview findings from…
Descriptors: Equal Education, Educational Practices, Ability Grouping, Track System (Education)
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Archer, Louise; Francis, Becky; Miller, Sarah; Taylor, Becky; Tereshchenko, Antonina; Mazenod, Anna; Pepper, David; Travers, Mary-Claire – British Educational Research Journal, 2018
"Setting" is a widespread practice in the UK, despite little evidence of its efficacy and substantial evidence of its detrimental impact on those allocated to the lowest sets. Taking a Bourdieusian approach, we propose that setting can be understood as a practice through which the social and cultural reproduction of dominant power…
Descriptors: Secondary School Students, Student Attitudes, Educational Environment, Mixed Methods Research
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DeWitt, Jennifer; Archer, Louise – AERA Online Paper Repository, 2018
Participation in post-compulsory physics is a matter of longstanding concern from economic and equity perspectives. The current study draws upon Bourdieu's theory of social practice, particularly notions of the 'cultural arbitrary', to explore what insights into post-compulsory physics choice might be provided by students who chose other sciences.…
Descriptors: Physics, Science Instruction, Secondary School Students, Social Capital
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Godec, Spela; King, Heather; Archer, Louise; Dawson, Emily; Seakins, Amy – Science & Education, 2018
Student engagement with science is a long-standing, central interest within science education research. In this article, we examine student engagement with science using a Bourdiusian lens, placing a particular emphasis on the notion of field. Over the course of one academic year, we collected data in an inner London secondary science classroom…
Descriptors: Learner Engagement, Science Education, Secondary School Students, Student Attitudes
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Moote, Julie; Archer, Louise – Research Papers in Education, 2018
Currently, in England, there is widespread concern that careers education (information, advice and guidance) is relatively poorly resourced in schools and there is much debate about its current effectiveness. In this paper, we investigate students' views on careers education provision and their satisfaction with this provision. The work draws on…
Descriptors: Career Education, Student Attitudes, Student Satisfaction, National Surveys
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Archer, Louise; Dawson, Emily; DeWitt, Jennifer; Godec, Spela; King, Heather; Mau, Ada; Nomikou, Effrosyni; Seakins, Amy – British Journal of Sociology of Education, 2018
This article discusses an attempt at a Bourdieusian-inspired form of praxis, developed and implemented in collaboration with nine London teachers, aimed at developing a socially just approach to engaging students with science. Data are discussed from nine months of classroom observations of nine secondary science classes from six inner London…
Descriptors: Urban Schools, Secondary School Teachers, Foreign Countries, Social Justice
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Archer, Louise; Moote, Julie; Francis, Becky; DeWitt, Jennifer; Yeomans, Lucy – Research Papers in Education, 2017
Currently, science in England is distinctive at General Certificate of Secondary Education (GCSE) in comparison to most other subjects, in that there is a notable stratification of award routes. The most prestigious of these, "Triple Science" (the route for entry for three separate science GCSEs), is championed by English government and…
Descriptors: Foreign Countries, Science Instruction, Secondary School Science, Secondary School Students
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Archer, Louise; Moote, Julie; Francis, Becky; DeWitt, Jennifer; Yeomans, Lucy – American Educational Research Journal, 2017
Female underrepresentation in postcompulsory physics is an ongoing issue for science education research, policy, and practice. In this article, we apply Bourdieusian and Butlerian conceptual lenses to qualitative and quantitative data collected as part of a wider longitudinal study of students' science and career aspirations age 10-16. Drawing on…
Descriptors: Females, Womens Education, Physics, Science Instruction
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Taylor, Becky; Francis, Becky; Archer, Louise; Hodgen, Jeremy; Pepper, David; Tereshchenko, Antonina; Travers, Mary-Claire – Pedagogy, Culture and Society, 2017
Mixed-attainment teaching has strong support from research and yet English schools are far more likely to teach students in "ability" groups. Although research has considered some of the specific benefits of mixed-attainment grouping, there has been little attention to the reasons schools avoid it. This article explores data from the…
Descriptors: Grouping (Instructional Purposes), Secondary School Students, Educational Practices, Teacher Attitudes
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Archer, Louise; Dawson, Emily; DeWitt, Jennifer; Godec, Spela; King, Heather; Mau, Ada; Nomikou, Effrosyni; Seakins, Amy – Science Education, 2017
In this paper, we take the view that school classrooms are spaces that are constituted by complex power struggles (for voice, authenticity, and recognition), involving multiple layers of resistance and contestation between the "institution," teachers and students, which can have profound implications for students' science identity and…
Descriptors: Personality Traits, Secondary School Students, Secondary School Teachers, Secondary School Science
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Nomikou, Effrosyni; Archer, Louise; King, Heather – School Science Review, 2017
In this article we share insights from our ongoing research on the concept of "science capital"--a term that refers to an individual's science-related resources and dispositions. We have been working in collaboration with secondary teachers in England to explore the applications of the concept in science teaching practice. Underpinned by…
Descriptors: Foreign Countries, Concept Formation, Secondary School Science, Classroom Techniques
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Francis, Becky; Archer, Louise; Moote, Julie; de Witt, Jen; Yeomans, Lucy – British Journal of Sociology of Education, 2017
Hyper-femininity and the construction of the "girly girl" label have been documented widely, but there has been less attention to their content (or any distinctions between these constructs). Indeed, it can be argued that the content of femininity remains a controversial and somewhat under-researched topic in feminist scholarship. This…
Descriptors: Femininity, Science Activities, Science Education, Qualitative Research
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King, Heather; Nomikou, Effrosyni; Archer, Louise; Regan, Elaine – International Journal of Science Education, 2015
Across the globe, governments, industry and educationalists are in agreement that more needs to be done to increase and broaden participation in post-16 science. Schools, as well as teachers, are seen as key in this effort. Previous research has found that engagement with science, inclination to study science and understanding of the value of…
Descriptors: Science Instruction, Faculty Development, Pilot Projects, Classroom Techniques
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Archer, Louise; Dawson, Emily; DeWitt, Jennifer; Seakins, Amy; Wong, Billy – Journal of Research in Science Teaching, 2015
This paper sets out an argument and approach for moving beyond a primarily arts-based conceptualization of cultural capital, as has been the tendency within Bourdieusian approaches to date. We advance the notion that, in contemporary society, scientific forms of cultural and social capital can command a high symbolic and exchange value. Our…
Descriptors: Foreign Countries, Cultural Capital, Social Capital, Science and Society
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