The School Mix Effect: the history of an enduring problem in educational research, policy and practice
The School Mix Effect: the history of an enduring problem in educational research, policy and practice
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学校混合效应：教育研究、政策和实践中一个持久问题的历史
DOI：
10.1080/0142569950160204
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发表时间：
1995
影响因子：
2.1
通讯作者：
M. Thrupp
中科院分区：
文献类型：
--
作者：
M. Thrupp
在最近的几项研究中，学校入学的社会阶层组合的背景效应已经被确定为对个人的学习成绩有重要影响，特别是对工人阶级的学生。然而，这种影响，如果是真的，是知之甚少。本文回顾了自六十年代以来对这一概念的研究历史，探讨了政治、意识形态和方法论方面的考虑如何影响研究，从而造成我们目前对学校混合效应的忽视。在此基础上，有人认为：（1），至少有一个表面上的情况下，存在一个显着的学校组合效应：（ii），鉴于过去的方法的局限性，未来的研究最有益的方向将是探索可能的因果机制，通过微观层面的分析。与学生亚文化相关的因果机制可能开始被理论化的一些方法被提出。
The contextual effect of the social class mix of a school's intake has been identified in several recent studies as having an important influence on individual academic performance, particularly for working class students. However the effect, if genuine, is poorly understood. This paper reviews the history of research into this concept since the sixties, examining how political, ideological and methodological considerations have influenced research to create our current ignorance of the effects of school mix. On the basis of this review, it is argued that (i), there is at least a prima‐facie case for the existence of a significant school mix effect: and (ii), that given the limitations of past approaches, the most rewarding direction for future research would be to explore likely causal mechanisms through micro‐level analysis. Some ways in which causal mechanisms relating to student subcultures might begin to be theorised are suggested.