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Pupils' perceptions of setting and beyond: a response to Hallam and Ireson
journal contribution
posted on 2023-06-08, 06:06 authored by John AbrahamThis article examines the important data on pupils' perceptions of setting and mixed-ability classes in 45 comprehensive schools in England collected by Hallam and Ireson. It is argued that the finding that most pupils prefer setting to mixed-ability classes requires closer scrutiny and more careful interpretation. The conclusion that such preferences are because setting matches pupils' needs to their abilities is not compelling. Pupils' perceptions may be a product of transmitted ideology and wider cultural and organisational factors inside and outside school. Moreover, it is not clear what the implications of Hallam and Ireson's data on mixed-ability classes are for mixed-ability teaching. While, Hallam and Ireson propose more differentiated teaching and learning in mixed-ability classes, this article contends that their data could be interpreted to imply just the opposite. Finally, the implications of their data for the debate about the nature of comprehensive education in Britain are considered.
History
Publication status
- Published
Journal
British Educational Research JournalISSN
14693518Publisher
Taylor & FrancisExternal DOI
Issue
6Volume
34Page range
855-863Pages
9.0Department affiliated with
- Sociology and Criminology Publications
Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2012-02-06Usage metrics
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