Leveling the Learning Bar in Secondary School Across Social Class

2012 ◽  
pp. 101-114
Author(s):  
Marie Duru-Bellat
Keyword(s):  
Social Class ◽  
Secondary School

Relationship between Personal Prayer and School-Related Attitudes among 11–16-Year-Old Girls

1996 ◽  
Vol 78 (3) ◽  
pp. 787-793 ◽  
Author(s):  
Alice Montgomery ◽  
Leslie J. Francis
Keyword(s):  
Social Class ◽  
Secondary School ◽  
Semantic Differential ◽  
Attitudes Toward School ◽  
Single Sex ◽  
English Music ◽  
Attitude Toward School ◽  
Catholic Secondary School ◽  
Personal Prayer ◽  
The Relationship

A sample of 392 girls between the ages of 11 and 16 years attending a state-maintained single-sex Catholic secondary school completed six semantic differential scales of attitudes toward school and toward lessons concerned with English, music, religion, mathematics, and sports, together with information about paternal employment and their personal practice of prayer. The relationship between personal prayer and attitude toward school after controlling for age and social class was positive.

scholarly journals Intersectionality and the social meanings of variation: Class, ethnicity, and social practice

2015 ◽  
Vol 44 (5) ◽  
pp. 629-652 ◽  
Author(s):  
Sam Kirkham
Keyword(s):  
Social Class ◽  
Secondary School ◽  
Communities Of Practice ◽  
Community Of Practice ◽  
Social Practice ◽  
Social Meaning ◽  
Class Relations ◽  
Phonetic Variation ◽  
The Social ◽  
Social Meanings

AbstractThis article examines how the social meanings of phonetic variation in a British adolescent community are influenced by a complex relationship between ethnicity, social class, and social practice. I focus on the realisation of the happy vowel in Sheffield English, which is reported to be a lax variant [ε̈] amongst working-class speakers but is undergoing change towards a tense variant [i] amongst middle-class speakers. I analyse the acoustic realisation of this vowel across four female communities of practice in a multiethnic secondary school and find that the variable's community-wide associations of social class are projected onto the ethnographic category of school orientation, which I suggest is a more local interpretation of class relations. Ethnographic evidence and discourse analysis reveal that local meanings of the happy vowel vary further within distinctive community of practice styles, which is the result of how ethnicity and social class intersect in structuring local social practices. (Intersectionality, indexicality, social meaning, identity, ethnicity, social class)*

The Language Learning Aptitudes of Jamaican Children at the Beginning of Secondary School

1976 ◽  
Vol 3 (1) ◽  
pp. 1-21
Author(s):  
Dennis Craig ◽  
Sheila Carter
Keyword(s):  
Social Class ◽  
Secondary School ◽  
Language Learning ◽  
Test Performance ◽  
Communication Style ◽  
Specific Factor ◽  
Learning Potential ◽  
Language Aptitude ◽  
Theory Of Language

Against the background of the creole-language situation in Jamaica, the present paper examines the need for a study of language aptitudes. Also examined are the relevance of S. B. Carroll's theory of language aptitudes in the Jamaican situation, and the implications that become evident out of a comparison of children's performance in language-aptitude and learning-potential tests. The findings suggest that performance in both types of test is strongly influenced by social-class factors. It is then further suggested that the communication style of creole-influenced speech is different from that required overtly or covertly in most types of test performance, and that this specific factor could be responsible for the results discussed.

Comparing the Classification of Subjects by Two Independent Judges

1970 ◽  
Vol 116 (535) ◽  
pp. 651-655 ◽  
Author(s):  
A. E. Maxwell
Keyword(s):  
Social Class ◽  
Secondary School ◽  
Psychiatric Patients ◽  
Classification Problem ◽  
The Other ◽  
Diagnostic Categories ◽  
The One ◽  
Type Of School ◽  
Classification Table

In a typical classification problem each subject in a sample of N subjects is allocated to one or other of k exhaustive and mutually exclusive categories. For example, a sample of families may be classified into social-class groupings in accordance with the Registrar General's classification based on the occupation of the father or father substitute. Or a sample of psychiatric patients may be classified into one or other of the diagnostic categories recommended by the W.H.O. Now it occasionally happens that the same sample of subjects is classified, for a given set of categories, independently by two different agents. For example in the Plowden Reports, Appendix 3 Table 29, a sample of children is classified into types of secondary school, Grammar, Comprehensive, Technical, etc., on the one hand according to the parent's ambition for their children and on the other hand according to the type of school in which the children were eventually placed. In situations such as the latter a k k classification table evolves in which, when the categories are arranged in the same order, the matches between the two separate classifications appear in the cells of the main diagonal of the table and the mismatches appear in the off-diagonal cells (see Table I below). The question then arises as to how to compare the two separate classifications and to measure in quantitative terms the degree of agreement between them.

Looking Backwards, Looking Forwards

2021 ◽  
pp. 189-204
Author(s):  
Tom O’Donoghue ◽  
Judith Harford
Keyword(s):  
Social Class ◽  
Secondary School ◽  
Catholic Education ◽  
Social Reproduction ◽  
National Standards ◽  
School Level ◽  
Irish Society ◽  
Secondary School Level ◽  
The Church

A pluralist, outward-looking approach to Catholic education in Ireland now characterizes some of the latest changes at the level of governance and curriculum. Regarding piety, the first of the two main themes addressed throughout this book, change is also evident. In particular, the manner in which it is promoted and practised in the Catholic secondary schools now is more benignant, personal, ecumenical, and inclusive of those of other faiths than it was in the past. Regarding the second theme considered throughout, namely, the role of the Church historically in favouring at secondary school level those privileged in Irish society socially and economically, the situation is that while expansion of education provision has raised national standards of education, it has not led to the kind of reduction in relative social class inequalities that many believed it could or would. Thus, while so much has changed in relation to second-level schooling in the country from the end of the period 1922–1967 and the move away from the theocratic State, the Church in Ireland still continues to be enmeshed in social reproduction through the position it continues to hold within the nation’s secondary school sector.

scholarly journals EFFICACY OF EMOTIONAL INTELLIGENCE TECHNIQUE AND PARENTAL SOCIAL CLASS IN FOSTERING VOCATIONAL DEVELOPMENT OF SECONDARY SCHOOL STUDENTS IN GOMBE STATE, NIGERIA

2019 ◽  
Vol 11 (2) ◽  
pp. 136
Author(s):  
Muraina Kamilu Olanrewaju ◽  
Yusuf Suleiman
Keyword(s):  
Emotional Intelligence ◽  
Social Class ◽  
Secondary School ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Control Group ◽  
Vocational Development ◽  
School Students ◽  
Significant Difference ◽  
Intelligence Technique

This study focused on efficacy of emotional intelligence technique and parental social class in fostering vocational development of secondary school students in Gombe State, Nigeria. Pretest-posttest, control group quasi-experimental design with a 2x3 factorial matrix was used in the study. Multi-stage sampling technique was used in sampling 117 participants from 3 local government areas (12 schools) in the state. The respondents were measured with validated scale of 0.79 reliability coefficient and the data obtained was analyzed using T-test and Analysis of Variance statistical analysis. Two (2) research hypotheses were formulated and tested at 0.05 level of significance. The results showed that there was significant difference in the vocational development of secondary school students exposed to emotional intelligence technique and those in the control group (t= 57.64; p<0.05) and there was significant difference in the vocational development of secondary school students with high, moderate and low parental social class (t= 27.51; p<0.05). In view of these findings, the study recommended that educational stakeholders should intensify their effort to organize conferences on the implications of emotional intelligence technique and parental social classes on effective re-orientation of youths towards improving vocational development.

Entering the Labour Market in Britain: The Survival of Traditional Opportunity Structures

1992 ◽  
Vol 40 (4) ◽  
pp. 726-753 ◽  
Author(s):  
K. Roberts ◽  
Glennys Parsell
Keyword(s):  
Social Class ◽  
Secondary School ◽  
Career Paths ◽  
Compulsory Education ◽  
High Achievers ◽  
Opportunity Structures ◽  
Career Trajectories ◽  
Academic Track ◽  
Education And Employment ◽  
Representative Samples

This article analyses the career development from age 16 to 20 of representative samples from Kirkcaldy, Liverpool, Sheffield and Swindon who were surveyed by mailed questionnaire in three successive years – 1987, 1988 and 1989. Although most respondents attributed significant power of career determination to themselves, the evidence shows that the young people's career choices had typically been inconsequential for their later achievements. These had depended on their places of residence, secondary school qualifications, and social class backgrounds. The samples' self-concepts and social beliefs were not systematically affected by, but had played a part in determining, their career paths. However, social class origins, on account of their cumulative effects at successive career stages, were the best predictors of the samples' longer-term career trajectories. The evidence from this research shows that the benefits of the new opportunities in post-compulsory education and youth training that were introduced in Britain in the 1980s were filtered by the traditional predictors of career success. Furthermore, the main routes into the workforce of the 1970s and before – an academic track for high achievers in education, and employment-led inductions from age 16 or 17 for the rest – remained the main routes at the end of the 1980s.

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