Getting it Right: selection and setting in a 9‐13 years middle school

Publisher Website
Google Scholar
Abstract
Educational selection has been a central issue for Structural Functionalist, Marxist and Interpretative sociologists of education. While knowledge about selection processes within schools has increased over the past two decades, as a result of ethnographic studies of schooling, the social process of collective teacher decision making, when teachers are engaged in institutional channelling, has been largely neglected. This paper explores collective teacher decision making at a point of allocation through the medium of a case study of setting in one 9‐13 years middle school. The paper argues that the discussion concerning the recent initiatives of educational selection embodied in modularisation, pupil assessment, common examinations and national testing should be informed by research of teacher interaction at points of allocation.

This publication has 6 references indexed in Scilit: