By Emma Smith
Underachievement at school is without doubt one of the such a lot widely-used phrases in schooling at the present time. As a discourse, it's been answerable for influencing govt coverage, staffroom discussions, in addition to the pages of educational journals and the TES. it's also a topic that increases questions on what we think from a good and equitable schooling procedure. This e-book presents a serious research of 2 aspects of the underachievement debate, at all the 3 degrees of concentration - foreign, the united kingdom, and the person. at the one hand, it considers the 'crisis account' of falling criteria and failing students and, at the different, current another account, which urges a second look of the underachievement debate with a view to think of who could be underachieving and why.
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Extra resources for Analysing Underachievement In Schools (Empirical Studies in Education)
Gradually, however, their calls for ‘policy borrowing’ strategies 24 ANALYSING UNDERACHIEVEMENT IN SCHOOLS such as national standards and centralized control over the curriculum have had to compete with a very diﬀerent perspective of Japan’s education system. This account is far less positive and describes the ‘examination hell’ (LeTendre 1999, 23) faced by young students and the prescriptive control that schools have over their lives, frequently with tragic consequences. In short, it portrays a system that rather than being world class is failing its youth.
One popular account of the RECONSIDERING THE ‘FAILING NATION’ DEBATES 35 1995 TIMSS assessments appears to support this. American students were reportedly kept back from their games lesson to complete the tests, which they were assured would not count towards their grades. In South Korea, on the other hand, students were marched into the hall to the sound of their school band and urged to do their best for their country (Brown 1998). A substantial amount of resources and expertise goes into getting these tests right, but no matter how careful the test designers are over the issues of validity and reliability, international comparisons of performance are such a political issue that it is questionable whether a true picture of one nation’s performance against another can ever be ascertained.
Avoiding ecological fallacies when generalizing the results of student level data to national policy is also relevant to international comparative studies. The ‘virtual absence’ of cross-national educational variables that predict student achievement suggest that it is diﬃcult to separate the eﬀect of educational policies and instructional practices from the contexts in which they are developed and implemented (Nelson 2003, 6). Even so, links between achievement on these tests and education reform are frequently made.
Analysing Underachievement In Schools (Empirical Studies in Education) by Emma Smith