Factors deterring schools from mixed attainment teaching practice

Taylor, Becky; Francis, Becky; Archer, Louise; Hodgen, Jeremy; Pepper, David; Tereshchenko, Antonina; Travers, Mary Claire

doi:10.1080/14681366.2016.1256908

Cited by 52 publications

(63 citation statements)

References 33 publications

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“…In terms of our first research question, analysis of the survey data revealed that, in those schools that used setting, there were significant differences by gender, ethnicity, social class and free school meals (FSM) according to school-reported set levels for mathematics and English (see Taylor et al, 2016 for further detailed analysis of these trends). For instance, using school-reported set levels, across both English and mathematics, working-class children (English:…”

Section: Resultsmentioning

confidence: 99%

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The symbolic violence of setting: A Bourdieusian analysis of mixed methods data on secondary students’ views about setting

Archer¹,

Francis²,

Miller

et al. 2018

British Educational Res J

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'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 relations is enacted within schools. Drawing on survey data from 12,178 Year 7 (age 11/12) students and discussion groups and individual interviews with 33 students, conducted as part of a wider project on secondary school grouping practices, we examine the views of students who experience setting, exploring the extent to which the legitimacy of the practice is accepted or challenged, focusing on students' negative views about setting. Analyses show that privileged students (White, middle class) were most likely to be in top sets whereas working-class and Black students were more likely to be in bottom sets. Students in the lowest sets (and boys, Black students and those in receipt of free school meals) were the most likely to express negative views of setting and to question the legitimacy and 'fairness' of setting as a practice, whereas top-set students defended the legitimacy of setting and set allocations as 'natural' and 'deserved'. This paper argues that setting is incompatible with social justice approaches to education and calls for the foregrounding of the views of those who are disadvantaged by the practice as a tool for challenging the doxa of setting.

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Section: Resultsmentioning

confidence: 99%

“…Francis et al, 2016;Taylor et al, 2016), we conclude that setting remains a problematic practice from a social justice point of view and, from this perspective, would best be discontinued. Moving to mixed-attainment teaching would, in our view, help improve both attainment and life chances across a broader range of social groups.…”

Section: Discussionmentioning

confidence: 99%

The symbolic violence of setting: A Bourdieusian analysis of mixed methods data on secondary students’ views about setting

Archer¹,

Francis²,

Miller

et al. 2018

British Educational Res J

Self Cite

View full text Add to dashboard Cite

show abstract

“…The majority of the students however described mixed-attainment grouping as limiting their individual academic progress, thus reproducing the 'common sense' view supported by most politicians, teachers and parents that students are best engaged in learning on their level of 'ability' (see Francis et al 2017 for discussion). For example,…”

Section: 'I Feel a Bit Held Back': Competitive Individualism In Mixedmentioning

confidence: 99%

“…It adopts a randomised control trial (RCT) design to investigate which approach to grouping students in English secondary schools -setting or mixed attainment -is most effective in improving the educational outcomes of students, especially those in low sets and from lower socioeconomic backgrounds (Francis et al 2017). The trial 'Best Practice in Setting' investigates setting in English and/or mathematics across 126 secondary schools located in England.…”

Section: Methodsmentioning

confidence: 99%

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Learners’ attitudes to mixed-attainment grouping: examining the views of students of high, middle and low attainment

Tereshchenko¹,

Francis²,

Archer³

et al. 2018

Research Papers in Education

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There is a substantial international literature around the impact of different types of grouping by attainment on the academic and personal outcomes of students. This literature however is sparse in student voices, especially in relation to mixed-attainment practices. Research has indicated that students of different attainment levels might have different experiences and views of grouping structures. This paper represents a significant contribution to this literature.Drawing on the data collected as part of a large study on student grouping and teaching in England, we analyse the attitudes of students of different attainment levels to mixedattainment practice, focusing on their explanations for their preferences or aversion to mixedattainment classes. The dataset is drawn from group discussions and individual interviews with 89 students age 11/12 (Year 7) from eight secondary schools practicing mixed-attainment grouping in mathematics and English. Our analysis identifies some broad patterns in student attitudes, including a strong preference for mixed attainment among those at lower prior attainment. The analysis of the explanations students give for their opinions on mixedattainment practice demonstrates how the learner identities of different groups of students are constituted in various ways by the discourses around 'ability', and constrained by the dominant ideology of 'ability' hierarchy.

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The impact of the Phonics Screening Check on grouping by ability: A ‘necessary evil’ amid the policy storm

Bradbury¹

2018

British Educational Res J

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This article examines the impact of a statutory assessment in England, the Phonics Screening Check (PSC), on classroom practices of grouping children by 'ability'. Bearing in mind the argument that assessment is the rudder that steers the otherwise slow-moving battleship of educational practice, it is argued that the PSC has altered how teachers organise their classes and curriculum in both the affected year group (Year 1, children aged 5-6) and in earlier and later years. Using data from a nationwide survey of teachers (n = 1,373), focus groups and in-depth interviews with teachers, the article examines how this relatively new phonics assessment forms part of a 'policy storm' of pressures relating to accountability, which encourage teachers to place children in groups on the basis of ability, even when they have doubts about this practice and there is little evidence to suggest grouping improves attainment. Practices include grouping children within classes, across year groups or even across several year groups, by phase of phonics learning, guided by advice from bought-in private phonics schemes. There is also evidence of 'educational triage', where borderline children become the focus, and increased use of interventions which involve withdrawing children. Overall, the article uses the PSC to demonstrate how, in times of multiple policy pressures, assessment can rapidly alter practice, in this case making grouping a 'necessary evil', as one teacher respondent argued.

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Factors deterring schools from mixed attainment teaching practice

Cited by 52 publications

References 33 publications

The symbolic violence of setting: A Bourdieusian analysis of mixed methods data on secondary students’ views about setting

The symbolic violence of setting: A Bourdieusian analysis of mixed methods data on secondary students’ views about setting

Learners’ attitudes to mixed-attainment grouping: examining the views of students of high, middle and low attainment

The impact of the Phonics Screening Check on grouping by ability: A ‘necessary evil’ amid the policy storm

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