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Learner experiences of low attainment groups in the context of a rights approach to education
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Dai Thomas,
Cathryn Knight ,
Charlotte Greenway ,
Lisa Formby
Pedagogy, Culture and Society, Pages: 1 - 17
Swansea University Authors:
Dai Thomas, Cathryn Knight
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DOI (Published version): 10.1080/14681366.2024.2311640
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 w...
| Published in: | Pedagogy, Culture and Society |
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| ISSN: | 1468-1366 1747-5104 |
| Published: |
Informa UK Limited
2024
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| Online Access: |
Check full text
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa65976 |
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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. |
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| Keywords: |
Lower attaining learner,s, participation, children’s rights, attainment grouping |
| College: |
Faculty of Humanities and Social Sciences |
| Funders: |
The work was supported by the Welsh Government. |
| Start Page: |
1 |
| End Page: |
17 |