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"Interpretive sociology has suggested that pupil's progress at school is the outcome of processes of interaction between pupils and teachers".

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Introduction

"Interpretive sociology has suggested that pupil's progress at school is the outcome of processes of interaction between pupils and teachers" Education provision can vary and influence. Schools vary in the quality of staff and the behaviour of pupil's. Children are influenced by good schools which depend on teacher's qualities. However, most of the studies which focus on the school tend to be interactionist, the relationship between teachers and pupils and there are many theories. Interactionist studies tend to focus on what teacher's do to pupil's and may underestimate there ability. The teacher's attitudes play a part in working class children underachieving. The 'Hidden Curriculum' is everything in school apart from the formal exams and curriculum. It is everything that is learnt but not taught like teacher's attitudes, streaming, pupils' attitudes, uniform, out of school activities, this is a main factor between the relationship of teacher's and pupil's. Therefore the teacher's attitudes play a part, why some children are underachieving at school. Hargreaves et al. did research in to teacher's attitudes in the hidden curriculum. He found that teacher's labelled pupil's into stereotypical groups. ...read more.

Middle

Stephen Ball researched anti-school subcultures and found that at the start all pupils were enthusiastic and conformist but over time there was deterioration of behaviour and educational achievement in the lower streams. Hargreaves found there were two distinct subcultures within schools that correlated with streams. There was a conformist subculture in the higher streams and a non-conformist subculture in lower streams. If the teacher's didn't stream the non-conformist may have the same ability as conformist. However, this may lead the conformist to unwind in school and become like the non-conformist. It is shown that social class correlates with teacher's labels, streaming and anti-school subcultures. Therefore the 'Hidden Curriculum' must play a part in disadvantaging children who have a poor relationship with their teacher's. There are examples in the education system that could disprove the 'Hidden Curriculum' theory. The current education system could be seen as an advantage to the teacher's. If the teacher prefers one child over the over, because of their class culture, this means that child is more likely to fail in educational achievement, again this is not fair because some pupil's have an advantage, because the teacher's are fond of them. ...read more.

Conclusion

Girls have this culture imposed on them when they are young. Boys on the other hand are encouraged to play football, be loud and are expected to break the rules when young. This culture in schools is quite restrictive so they rebel. The two genders extra curricular activities also show the recognition school's give to girl's culture. Boys are expected to 'do' (e.g. play football) and girls are expected to talk. Talking and communication is a key skill needed at school. Peter Douglas argues this: "School is essentially a linguistic experience and most subjects require good levels of comprehension and writing skills". Therefore teachers may communicate with girls better then boys, and this could affect the boy's education. All these theories show that pupil's who have poor relationship with teachers are destined to fail in the education system, no matter how intelligent they are. Further research still needs to be done to fully explore the reasons why pupils underachieve at school. Some people believe that allowances should be made in the system, so that the pupil's are treated fairly by the teacher's. The Variety of evidence suggests that pupil's social background has an effect on the way pupil's experience school, including how they are treated in school by the teacher's. Aneil Patel Sociology ...read more.

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