Exploring issues of social equity and learner identities in the phenomenon of the 'bottom reading group'.

探讨“底层阅读群体”现象中的社会公平与学习者身份问题。

• 批准号: 2112948
• 金额: --
• 依托单位: University of Strathclyde
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2018
• 资助国家: 英国
• 起止时间: 2018 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2112948
• 关键词: Exploring; issues; social; equity; learner

The aim of this collaborative PhD with Renfrewshire Council is to investigate the under-researched phenomenon of the 'bottom reading group' in Primary Education, from the perspectives of identity and social equity. It will also co-produce and explore alternative mixed-attainment methods of teaching reading, with the intention of improving experience and outcomes for disadvantaged children.All children come to school with valuable but different experiences of reading. For children with less experience of shared stories at an early age, their destination may be 'the bottom reading group', with inexperience being mistaken for inability. Research on 'ability groupings' in general suggests that, once in a low 'ability' group, pupils are most likely to remain there for their entire educational life, and that this disadvantage and resulting stigma travels with them into adulthood. Children from low socio-economic and some ethnic minorities backgrounds are significantly over-represented in lower 'ability' sets. Theoretically, the study will draw on Bourdieusian (1984, 1990) perspectives of capitals, refracted through the lenses of transactional literary theory and socio-cultural perspectives on literacy (Albright and Luke, 2010). It will adopt a mixed-methods approach to enquiry. Quantitative attainment data will be collected and analysed, as well as qualitative data from ethnographic and participatory sources. Qualitative social network analysis will also be used to illuminate patterns of interactions and relationships in 'ability-grouped' and mixed-attainment reading settings. An intervention, designed by the investigator in partnership with the participating teachers, will introduce mixed-attainment reading. This will be evaluated and its impact explored qualitatively through ethnographic observation, participatory activities, interviews and qualitative social network analysis. Impact on children's attainment will be collected quantitively using the New Group Reading Test and teacher assessment data on reading-book levels. It is anticipated that the research output will make a valuable contribution to the current UK academic, policy and public debates around inequality in education and pupil groupings. Renfrewshire will benefit from teachers' involvement in research and from knowledge-exchange activities such as literature seminars, practical clinics to support mixed-attainment reading pedagogies, a collaborative blog, and the production of a resource pack for mixed-attainment teaching strategies for reading. The research will help support and evaluate practical pedagogical alternatives to grouping by 'ability', which has potential wider international relevance.

与伦弗鲁郡理事会合作的博士学位的目的是从身份和社会公平的角度调查小学教育中“底层阅读群体”的研究不足现象。它还将共同制作和探索不同的阅读教学方法，目的是改善弱势儿童的经验和成果。所有儿童都带着宝贵但不同的阅读经验来到学校。对于那些在幼年时对分享故事的经验较少的孩子来说，他们的目的地可能是“底层阅读群体”，缺乏经验被误认为是无能。关于“能力分组”的研究总体上表明，一旦进入低“能力”组，学生很可能在整个教育生涯中一直留在那里，这种不利条件和由此产生的耻辱感将伴随他们进入成年。来自低社会经济和一些少数民族背景的儿童在较低的“能力”组中所占比例明显过高。在理论上，本研究将借鉴布迪厄（1984，1990）的资本观点，通过交易文学理论和社会文化视角的透镜折射识字（奥尔布赖特和卢克，2010）。它将采用混合方法进行调查。将收集和分析数量上的成绩数据，以及来自人种学和参与性来源的质量数据。定性的社会网络分析也将被用来阐明在“能力分组”和混合实现阅读设置的互动和关系的模式。由研究者与参与教师合作设计的干预措施将引入混合成就阅读。将通过人种学观察、参与性活动、访谈和定性社会网络分析，对其进行评价并定性探讨其影响。本研究将利用新团体阅读测验和教师对阅读水平的评估数据，定量收集对儿童成绩的影响。预计研究成果将为当前英国围绕教育和学生群体不平等的学术，政策和公共辩论做出宝贵贡献。伦弗鲁郡将受益于教师参与研究和知识交流活动，如文学研讨会，实践诊所，以支持混合实现阅读教学，协作博客，并为混合实现阅读教学策略的资源包的生产。这项研究将有助于支持和评估按“能力”分组的实际教学方法，这具有更广泛的国际意义。