Social class and how it affects children aged 7 years and below within the English Educational system
本报告认为最近的探讨证据涉及的包容性，英语论文题目，机会平等，在社会阶层联系的教育，英语毕业论文，以及在英国教育系统中如何作用7岁及以下的儿童。提供有关的早期教育实践的包容性教育的定义。还将进行一个文献回顾，将主要检查在年幼的孩子之间中社会阶层的高低异同，并将继续在一所英语小学里实施包容性的个案探讨。考虑的个案探讨，实施在一所小学的包容性的做法。制定未来探讨的建议。 简介： 自1967年该报告发布，它已经明显表明社会阶层对小学儿童教育作用深远。在过去的二十年里，已经有了一些具体的立法改变，改变了小学教育的形态。随着教育改革法案（1988），学校被要求用英文进行标准化测试7岁孩子的数学和科学等科目。
This report considers recent research evidence related to inclusive education, and equality of opportunity, in relation to social class and how it affects children aged 7 years and below within the English educational system. A definition of inclusive education relevant to early educational practice will be offered. A literature review will be undertaken, that will principally examine the size of the social class differences amongst young children, and will go on to consider a case study of inclusive practice that was implemented at one English primary school. Recommendations for future research are made.
Introduction介绍
Since the publication of the Plowden Report in 1967, it has been apparent that social class has a profound effect on the educational achievement of primary school children. In the past two decades, there have been a number of specific legislative changes that have altered the shape of primary school education. With the Education Reform Act(1988), schools have been required to undertake standardised testing of7 year old children in English, Mathematics and Science subjects.
Furthermore, schools have been required to publish controversial ‘league tables’ of performance, alongside national averages, in their school prospectus publications. There have been several policies introduced to reduce the effects of deprivation on young children including Sure Start, and a planned widening of availability of nursery education all in the name of ‘inclusive education’ (Barnes, Belsky,Broomfield, Dave et al, 2017, p 46-9). Indeed, Geertz (2017) has argued that New Labour policy makers strive to “make all families like middle-class families, or at least the ideal-typical middle class family of much educational research” (p 7).
However, there is surprisingly little empirical research evidence available on inclusive education, or equality of opportunity in early educational settings, with most studies focussing on secondary school children. This is also regrettable since Sammons and Sees (1998) have clearly shown that at the age of seven, prior attainment accounts for 26-43% of variance in national assessment results (p 389 – 407). |
