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Class Matters: Social Class, Educational Reform, and Standardized Testing at a Fringe Rural Secondary School

机译：班级事项：边缘乡村中学的社会班级，教育改革和标准化考试

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摘要

This dissertation analyzes how mandated high-stakes tests and college and career ready standards influence local curricula and the reproduction of inequalities between students. I found that inequalities were reproduced based on distinctions between students in co-taught courses (classes that required the presence of an aide to assist students with disabilities or behavioral problems) (CT), Regents courses, and advantaged placement (AP) courses. Standardized tests, specifically the Common Core and Regents, hindered the levels of knowledge that students in CT and Regents tracks participated in, or in the case of AP students, caused them to engage with a bit more advanced learning. Although teachers were required to prepare students for high-stakes tests, their agency did play an essential role in framing pedagogy in all of the classrooms observed, because teachers were able to construct their lesson plans and interact with students independently. Teachers provided AP students with skills directly that would help them in college because of the distinctions teachers made between students. Thus, a combination of high-stakes standardized test scores and social and cultural capital constructed social boundaries that influenced the expectations of teachers and college preparation for students. Teachers were aware of the limits of standardized tests though, so there was potential for non-reproductive tendencies between tracks.;I based my research on Jean Anyon's (1981) study of social class, Pierre Bourdieu's understanding of culture, and critical pedagogy. Similar to Anyon I outline four levels of knowledge based on insights from her categories, Bloom's taxonomy (Bloom, 1969), and college and career readiness. However, rather than focusing on inequalities between schools, I focus on inequalities within a school.;I conducted qualitative research methods in the form of in-depth interviews and the observation of seven classrooms across the disciplines history, mathematics, English, and biology at a fringe-rural high school. This dissertation outlines an analysis of how a fringe-rural school located in upstate New York addressed the needs of socio-economically disadvantaged students and middle class students. Understanding the relationship between social class and the hidden curriculum in a rural school sheds light on successful strategies for educating students from similar demographics.
机译：本文分析了强制性的高分考试以及大学和职业准备标准如何影响当地课程和学生之间不平等的再现。我发现，不平等是根据共同授课的课程（要求有助手帮助残疾或行为问题的学生的课程）（CT），摄政课程和优势课程（AP）的学生之间的区别而再现的。标准化考试，特别是“通用核心课程”和“摄政课程”，阻碍了CT和摄政课程的学生所参加的知识水平，或者对于AP学生而言，使他们参与了更高级的学习。尽管要求老师为学生进行高水平考试做准备，但在所有观察到的课堂中，他们的代理机构在制定教学法方面确实发挥了至关重要的作用，因为老师能够制定自己的课程计划并与学生进行独立互动。老师直接为AP学生提供了技能，这些技能可以帮助他们在大学学习，因为老师之间的区别。因此，高标准的标准化考试成绩与社会和文化资本的结合，构成了社会边界，影响了教师的期望和对学生的大学准备。老师们意识到标准化考试的局限性，因此在曲目之间存在非生殖倾向的可能性。我的研究基于让·安永（Jean Anyon，1981年）对社会阶层的研究，皮埃尔·布迪厄（Pierre Bourdieu）对文化的理解和批判的教学法。与Anyon相似，我根据布鲁姆的分类法（布鲁姆（Bloom，1969））以及大学和职业准备情况，根据她的见解概述了四个知识水平。但是，我没有关注学校之间的不平等，而是关注学校内部的不平等。我以深入访谈的形式进行了定性研究方法，并观察了七个学科领域的历史，数学，英语和生物学。一所边缘乡村高中。本文概述了对位于纽约州北部的一所边缘乡村学校如何满足社会经济处于不利地位的学生和中产阶级学生的需求的分析。了解乡村学校中社会阶层与隐性课程之间的关系，为成功的策略提供了机会，以教育来自类似人口统计学的学生。

著录项

  • 作者

    Givre, Sophia.;

  • 作者单位

    State University of New York at Binghamton.;

  • 授予单位 State University of New York at Binghamton.;
  • 学科 Educational sociology.;Social sciences education.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 290 p.
  • 总页数 290
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 水产、渔业;
  • 关键词

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