Re-asserting the place of context in explaining student (under-)achievement

Mills, Carmen and Gale, Trevor 2011, Re-asserting the place of context in explaining student (under-)achievement, British journal of sociology of education, vol. 32, no. 2, pp. 239-256, doi: 10.1080/01425692.2011.547309.

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Title Re-asserting the place of context in explaining student (under-)achievement
Author(s) Mills, Carmen
Gale, TrevorORCID iD for Gale, Trevor
Journal name British journal of sociology of education
Volume number 32
Issue number 2
Start page 239
End page 256
Total pages 18
Publisher Routledge
Place of publication Abingdon, England
Publication date 2011-03
ISSN 0142-5692
Keyword(s) context
student achievement
socio-economic background
Summary One popular view of student achievement is that the quality of teaching students receive plays an important part in whether or not they do well at school. In this article we draw attention to ‘context’ as a complementary explanation, particularly regarding achievement differences between students from different socio-economic backgrounds. In making these observations, we utilise data from one Australian secondary school located in an economically depressed rural community. Drawing on the insights of Bourdieu, our focus is on the broader social and economic influences that can adversely position students and schools, as well as work to inform the institutional stance that schools take in relation to their students.

Notes Available online 09 Mar 2011
Language eng
DOI 10.1080/01425692.2011.547309
Field of Research 130199 Education systems not elsewhere classified
130399 Specialist Studies in Education not elsewhere classified
160809 Sociology of Education
Socio Economic Objective 939903 Equity and Access to Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2011, Taylor & Francis
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Document type: Journal Article
Collection: School of Education
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