Greenway, Charlotte (2024) Learner experiences of low attainment groups in the context of a rights approach to education. Pedagogy, Culture & Society. ISSN 1747-5104
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Abstract
Participation is seen as an important right for learners, though there is lack of evidence to understand learners’ views on classroom practice. This includes decisions about grouping learners, for example, in terms of their prior attainment or perceived ‘ability’. This research took place in Wales where children’s rights are strongly promoted as an educational approach, but where there is also evidence of widespread attainment grouping in schools. Focus groups and interviews were carried out with secondary school learners in lower attaining groups (n = 70) and teachers and teaching assistants (n = 10) to understand experiences of learning support. Findings suggest strong learner satisfaction with groups, but also lack of movement between groups that reinforced ability hierarchies in schools and supported the development of negative identities for some learners. There was a lack of consensus among educators about the purpose of attainment grouping, with some seeing it as a way of addressing systemic issues within the school.
| Item Type: | Article |
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| Uncontrolled Keywords: | Lower attaining learners; participation; children’s rights; attainment grouping |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education |
| Divisions: | Institutes and Academies > Institute of Education and Humanities > Academic Discipline: Psychology and Counselling |
| Depositing User: | Charlotte Greenway |
| Date Deposited: | 02 Feb 2024 08:54 |
| Last Modified: | 11 Sep 2024 17:05 |
| URI: | https://repository.uwtsd.ac.uk/id/eprint/2829 |
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