Education Can Compensate for Society - a Bit
Education Can Compensate for Society - a Bit
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DOI：
10.1080/00071000903516411
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发表时间：
2010-01-01
影响因子：
1.9
通讯作者：
Gorard, Stephen
中科院分区：
文献类型：
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作者：
Gorard, Stephen
在本文中，我反映了一些松散相关的研究项目的结果，在过去的十年里与同事进行。它们的共同主题是在正规教育和其他教育中、在更广泛的家庭和社会环境中的公平，而不公平表现为各种教育成果的分层。这些项目以标准的混合方式为基础，包括既有记录、正式文件、大规模调查、观察、访谈和重点小组。数字数据主要用于创建教育经历的传记模型，深度数据用于解释模型每个阶段的个人决定和差异。收集了英格兰和威尔士、欧洲联盟其他五个国家和日本的数据。这些不同的调查结果的元视图表明，国家学校的入学人数往往是至少适度隔离先前的成绩和社会经济因素，并通过正式手段，如考试评估的学习成果，严重分层这些相同的因素。没有令人信服的证据表明，义务教育在很大程度上克服了最初在资源和入学成绩方面的差距。另一方面，有迹象表明，国家学校系统的性质和在校青年的社会经历可以开始使教育成果平等化，如更广泛设想的那样，包括学会信任和愿意帮助他人、愿望以及对继续接受教育和培训的态度。本文的论点如果被接受，其无代价的含义是，应尽一切可能使学校的招生全面，教师和领导者明确考虑适用的公平原则，可以减少教育环境中潜在的有害误解。
In this paper I reflect on the findings of a number of loosely related research projects undertaken with colleagues over the last ten years. Their common theme is equity, in formal education and beyond, in wider family and social settings, and with inequity expressed as the stratification of a variety of educational outcomes. The projects are based on a standard mixture of pre-existing records, official documents, large-scale surveys, observations, interviews and focus groups. The numeric data were largely used to create biographical models of educational experiences, and the in-depth data were used to try to explain individual decisions and disparities at each stage of the model. Data have been collected for England and Wales, in five other countries of the European Union and for Japan. A meta-view of these various findings suggests that national school intakes tend to be at least moderately segregated by prior attainment and socio-economic factors, and that learning outcomes as assessed by formal means, such as examinations, are heavily stratified by these same factors. There is no convincing evidence that compulsory schooling does very much to overcome the initial disparity in the resources and attainment of school intakes. On the other hand, there are indications that the nature of a national school system and the social experiences of young people in schools can begin to equalise educational outcomes as more widely envisaged, including learning to trust and willingness to help others, aspirations, and attitudes to continuing in education and training. The cost-free implications of the argument in this paper, if accepted, are that everything possible should be done to make school intakes comprehensive, and that explicit consideration, by teachers and leaders, of the applied principles of equity could reduce potentially harmful misunderstandings in educational contexts.