Analysis - Pathways and transitions, and Boys, Girls, and Achievement: Addressing the Classroom Issues
- Comparison of the Role of Social and Cultural Theory in the two Studies
- Reasons for Undertaking the Research
- Research Methods Used
This essay presents a comparative analysis of two research texts: ?Pathways and transitions, Post-16 (Ball et al 2000)? and ?Boys, Girls, and Achievement: Addressing the Classroom Issues. (Francis, B 2000.)?. The two research texts are analysed by highlighting the sorts of social theory that have been applied and developed in them, and how they ?lighten what we perceive and experience' in our early years, families, career lives, identity tussles and political orientations.
As such, this essay seeks to explain the differences and similarities of social and cultural theory in the two studies. It also explains the reasons why the research was undertaken focusing on historical and social contexts. Finally, this essay explains how the two studies used particular research methods to set the bases for the theoretical claims they raised.
[...] The team also interviewed in each of the institutions their cohorts decided for post-16 education. It is through interviews that the project team concluded that the families had a greater impact on career choice on their children (p.15). As a convention, interviews are known to be very effective methods of compiling data for research. The information gathered is first-hand, and hence is not distorted. They are also able to give the interviewer the flexibility and dynamism required when they encounter different people. [...]
[...] The project team in the report on Choice, Pathways, and transitions had a ?base school' in Northwark Park, which is a post-16 education/training provider. The team visit the school and over the two years of the project, the carried out observation and ethnography on the group. This is ethnography, and behaviour movements of the cohorts could be detected (p.5). The team with these methods had been able to find out the characteristics of the group e.g., they had different ethnic groups, small and diverse ethnic minority, others had dual-heritage and others refugees. [...]
[...] Francis, B also attempts to discuss some of the ways in which power inequalities and gender relationships are maintained, and the also explores the obvious changes in these patterns. Masculinity and femininity were noted by Furlong (1992) as only being notional concepts. Sex is described by Jackson (2002) as being the biological differences that exist between women and men. He continued to note that notional femininity and notional masculinity are different in more ways other than the difference in sexes. [...]
[...] Mark was run by the Catholic Church. Here, girls were much more than the boys, but they still outperformed them. The third school, Richardson Comprehensive School, is located in the working class area of greater London. It was, therefore, a large school. The school performed averagely, and the distribution of girls and boys was fairly even. The three schools formed the first, second and third samples respectively. The second method that Francis used was classroom observations. Classroom observation was used to document the pupil behaviour and their interactions in the classrooms 21). [...]
[...] The report Choice, Pathways and transitions, give several parties, which influence in choice making while joining post-16 colleges. Teachers normally gave special advice based on their subject area for post-16 students. The research on the Sample also showed that the family played a major role the lives of almost all the sample students chosen under study (cohorts). It further explains the competition which exists within the providers of courses, the institution needs and students needs conflict. Students usually get chances not even in their second-choice institutions; some students also apply courses not originally planned for, i.e., they effectively choose the institution but wrong route. [...]