Teachers & Schooling Making a Difference: Productive Pedagogies, Assessment and Performance

By Debra Hayes; Martin Mills et al. | Go to book overview

5 Schools can
make a difference

In fact, to penalize the underprivileged and favour the most
privileged, the school has only to neglect, in its teaching methods
and techniques, and its criteria when making academic judg-
ments, to take into account the cultural inequalities between
children of different social classes. In other words, by treating
all pupils, however unequal they may be in reality, as equal in
rights and duties, the education system is led to give its de facto
sanction to initial cultural inequalities. (Bourdieu 1976: 113)

The message systems of schooling—curriculum, pedagogy and assessment—are not abstract concepts. They are enacted within specific schools and specific societies at specific times. Earlier chapters of this book have looked at forms of classroom practices that might contribute to more equitable student outcomes and improve learning for all students. This chapter focuses on schools as contexts for learning. In what ways might individual schools and the education system more broadly enhance opportunities for learning? What kinds of whole school practices contribute to more equitable student outcomes, and support teachers as they work in classrooms to improve learning for all students? We look here at how school organisation, teacher professional communities and school leadership may support and spread good classroom practices across the whole school. We also consider the importance of broader policy frames and funding support for

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Teachers & Schooling Making a Difference: Productive Pedagogies, Assessment and Performance
Table of contents

Table of contents

  • Title Page i
  • Table of Contents iii
  • Foreword v
  • Preface xiii
  • Acknowledgments xv
  • 1 Introduction 1
  • 2 Productive Pedagogies 32
  • 3 Productive Assessment 82
  • 4 Productive Performance 127
  • 5 Schools Can Make a Difference 170
  • Bibliography 212
  • Appendix 231
  • Index 233
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