A World of Difference? Comparing Learners

This fascinating volume compares the experience of young learners in England, France and Denmark in order to examine the relationship between national educational cultures, individual biographies and classroom practices in creating the context for learning. It explores how secondary schools in three very different education systems work to develop the aptitudes and attitudes conducive to lifelong learning in conditions of complexity, uncertainty and multiple change. By drawing upon a rich data-set including questionnaires, individual and group interviews and classroom observation, the book gives a voice to young learners in the three countries. Through detailed case studies and quotations it examines their concerns with schooling, with teachers, with motivation and achievement and explores the very different social contexts which influence their engagement with learning. This book will be an essential resource for researchers, practitioners, students and policy-makers and all those committed to understanding the relationship between culture and learning and to improving secondary education.

List of figures and tables

xi

Acknowledgements

xiii

PART 1 Introduction and Methodology

1

(32)

1 Education for a changing world

3

(16)

Introduction

3

(3)

The comparative perspective: past, present and future

6

(3)

Learning and culture

9

(3)

The ENCOMPASS study

12

(7)

2 New methodologies for comparative research? The research designs of the ENCOMPASS study

19

(14)

Introduction

19

(1)

Particular issues in comparative research

20

(3)

Some solutions to the problems of cross-national comparison?

23

(2)

Building a cross-national research team

25

(1)

The ENCOMPASS programme of research

26

(1)

Research design and methods of data collection

26

(4)

Conclusion

30

(3)

PART 2 National Cultural Contexts: Schools, Teachers and Classrooms

33

(92)

3 Culture, context and policy

35

(15)

Introduction

35

(1)

The historical origins of the three systems

35

(4)

National policy discourse and the aims of schooling

39

(4)

Current schooling structures

43

(5)

Summary

48

(2)

4 School organization

50

(23)

Introduction

50

(1)

The 'outsider' perspective

50

(3)

The school as a unit

53

(4)

Power and responsibility between partners

57

(1)

The school as a unit of control

57

(2)

The role and power of the headteacher

59

(1)

The management role of teachers

60

(1)

Parent power

61

(1)

Pupil power

61

(2)

Differing structures for the academic and the affective

63

(4)

The concept of the 'class'

67

(4)

Summary

71

(2)

5 Teacher perspectives

73

(28)

Introduction

73

(1)

Initial teacher education

74

(1)

Differing constructs of the 'class teacher'

75

(5)

Teaching aims and priorities

80

(4)

Aspects of the 'academic' and the 'affective'

84

(4)

Pedagogy and assessment

88

(5)

Teacher collaboration

93

(1)

Extent of the teacher's responsibility

94

(2)

Pupil and parent influence

96

(2)

Summary

98

(3)

6 Classroom contexts as a reflection of national values

101

(24)

Introduction

101

(1)

Lesson observation and the classroom environment

101

(3)

The 'class'

104

(2)

Classroom interiors

106

(1)

Approaches to pedagogy and pupil groupings

107

(3)

Teacher control

110

(2)

Pupil autonomy in the classroom

112

(3)

Teacher-pupil relationships

115

(1)

Methods of assessment

116

(2)

Definitions of learning

118

(3)

The role of adolescent culture

121

(1)

Summary

122

(3)

PART 3 Pupil Experience and the Development of Learner Identity

125

(78)

7 Constants and contexts in pupil experience: young learners' views of schooling, teaching and learning

127

(20)

Introduction

127

(1)

International differences in pupil experience

128

(1)

Difference in perceived functions of school

129

(5)

Key factors in pupil responses

134

(2)

Concerns of European pupils

136

(1)

The teacher-pupil relationship

136

(4)

Social identity and class solidarity

140

(2)

Attitudes to learning

142

(2)

Conclusion

144

(3)

8 Constructing identities

147

(29)

Introduction

147

(1)

Contextual factors

147

(2)

What do we mean by identity?

149

(1)

Case studies

150

(13)

Typologies

163

(8)

Assessment, the affective domain, teacher-pupil relationships

171

(3)

Conclusions

174

(2)

9 Young learners: what makes a difference? The influence of socio-economic status, gender and ethnicity

176

(27)

Introduction

176

(1)

Disadvantage and educational policy in England, France and Denmark

177

(3)

The case study schools in areas of disadvantage

180

(1)

School aims and school policies in the three countries

181

(2)

Teacher perceptions of social equality issues

183

(2)

Issues of equality and inequality within the school: pupil perceptions

185

(4)

Intra-national differences in perceptions of schooling: what makes a difference?

189

(7)

Profiles of young learners

196

(5)

Conclusions

201

(2)

PART 4 Conclusions: Culture, Context and Policy

203

(26)

10 Conclusions: culture, context and policy

205

(24)

Introduction

205

(8)

Constants and contexts in pupil experience

213

(1)

Overview of findings

214

(2)

Towards a new perspective on learning

216

(1)

The socio-historic: national culture and the implications of globalization

216

(5)

The interpersonal: the influence of peers and local cultural settings

221

(3)

The intra-individual: influences in a 'learning career'

224

(1)

Implications for policy and practice

225

(4)

Appendices

229

(40)

1 Pupil questionnaire

231

(16)

2 Pupil interview schedule

247

(18)

3 Group interview schedule

265

(4)

Bibliography

269

(8)

Index

277

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A World of Difference? Comparing Learners Across Europe

Summary

Table of Contents

Supplemental Materials