University of Durham D Dr Robert Coe University of Durham School of Education Tel: (+44 / 0) 191 33 44 184 Fax: (+44 / 0) 191 33 44 180 E-mail: [email protected]http://www.dur.ac.uk/r.j.coe Educational Research Methods BA Education Studies BA (Ed) Education (Classroom) Observation
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Universityof DurhamD
Dr Robert CoeUniversity of Durham School of Education
“the higher the stream of a boy, the greater the tendency for him to be committed to the school’s values. His attendance at school is more regular and his participation in school activities is deeper. He likes school and the teachers, to whose expectation he conforms, whose valuse he supports and whose approval he seeks.” (p159)
Teaching problems are most concentrated in the low streams. The academically oriented boys in these groups are regarded by the teachers as conformists, whereas on the peer group level they are the deviants; and the ‘difficult’ boys whom the teacher regards as non-conformists are in fact the high status conformists on the peer group level. This tendency of the teacher to evaluate pupils in terms of his own rather than peer group values has important repercussions. He has little chance of eliciting the desired response from these high informal status but anti-academic boys, because the kinds of rewards he offers are considerably inferior to those offered by the deliquescent peer group from which such boys derive their security and status. The result is that when the teacher publicly praises the low status boy for his good work, he is in fact stressing rhe deviance of such boys from the group norm, and is thus reinforcing the anti-academic norms he seeks to disrupt.
“the higher the stream of a boy, the greater the tendency for him to be committed to the school’s values. His attendance at school is more regular and his participation in school activities is deeper. He likes school and the teachers, to whose expectation he conforms, whose values he supports and whose approval he seeks.”
“… the ‘difficult’ boys whom the teacher regards as non-conformists are in fact the high status conformists on the peer group level. … [The teacher] has little chance of eliciting the desired response from these high informal-status but anti-academic boys, because the kinds of rewards he offers are considerably inferior to those offered by the deliquescent peer group from which such boys derive their security and status. The result is that when the teacher publicly praises the low status boy for his good work, he is in fact stressing the deviance of such boys from the group norm, and is thus reinforcing the anti-academic norms he seeks to disrupt.”