Adapting to the system or the student? Exploring teacher adaptations to disadvantaged students in an English and Belgian secondary school
- Author
- Peter Stevens (UGent) and Mieke Van Houtte (UGent)
- Organization
- Abstract
- This article builds on research on teacher adaptations to students by exploring how a Belgian and English national context influence teachers’ definitions of educational success, their explanations of educational failure and allocation of scarce educational resources to disadvantaged students. Ethnographic data from one Flemish (Belgian) and one English secondary, multicultural school suggest that teachers in both schools adapt their expectations to students in line with the perceived ability and interests of students. However, differences between England and Flanders in how students and schools are evaluated can help to explain differences between Flemish and English teachers’ allocation of scarce educational resources and responsibility for educational success. The conclusions discuss the implications of these findings for social policy and future research.
- Keywords
- DISABILITIES, PERSPECTIVES, EXPECTATIONS, EDUCATIONAL TRIAGE, INCLUSION CLASSROOMS, SELF-FULFILLING PROPHECY, ethnography, England, Belgium, secondary schools, accountability, educational policy
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-1212171
- MLA
- Stevens, Peter, and Mieke Van Houtte. “Adapting to the System or the Student? Exploring Teacher Adaptations to Disadvantaged Students in an English and Belgian Secondary School.” EDUCATIONAL EVALUATION AND POLICY ANALYSIS, vol. 33, no. 1, 2011, pp. 59–75, doi:10.3102/0162373710377112.
- APA
- Stevens, P., & Van Houtte, M. (2011). Adapting to the system or the student? Exploring teacher adaptations to disadvantaged students in an English and Belgian secondary school. EDUCATIONAL EVALUATION AND POLICY ANALYSIS, 33(1), 59–75. https://doi.org/10.3102/0162373710377112
- Chicago author-date
- Stevens, Peter, and Mieke Van Houtte. 2011. “Adapting to the System or the Student? Exploring Teacher Adaptations to Disadvantaged Students in an English and Belgian Secondary School.” EDUCATIONAL EVALUATION AND POLICY ANALYSIS 33 (1): 59–75. https://doi.org/10.3102/0162373710377112.
- Chicago author-date (all authors)
- Stevens, Peter, and Mieke Van Houtte. 2011. “Adapting to the System or the Student? Exploring Teacher Adaptations to Disadvantaged Students in an English and Belgian Secondary School.” EDUCATIONAL EVALUATION AND POLICY ANALYSIS 33 (1): 59–75. doi:10.3102/0162373710377112.
- Vancouver
- 1.Stevens P, Van Houtte M. Adapting to the system or the student? Exploring teacher adaptations to disadvantaged students in an English and Belgian secondary school. EDUCATIONAL EVALUATION AND POLICY ANALYSIS. 2011;33(1):59–75.
- IEEE
- [1]P. Stevens and M. Van Houtte, “Adapting to the system or the student? Exploring teacher adaptations to disadvantaged students in an English and Belgian secondary school,” EDUCATIONAL EVALUATION AND POLICY ANALYSIS, vol. 33, no. 1, pp. 59–75, 2011.
@article{1212171,
abstract = {{This article builds on research on teacher adaptations to students by exploring how a Belgian and English national context influence teachers’ definitions of educational success, their explanations of educational failure and allocation of scarce educational resources to disadvantaged students. Ethnographic data from one Flemish (Belgian) and one English secondary, multicultural school suggest that teachers in both schools adapt their expectations to students in line with the perceived ability and interests of students. However, differences between England and Flanders in how students and schools are evaluated can help to explain differences between Flemish and English teachers’ allocation of scarce educational resources and responsibility for educational success. The conclusions discuss the implications of these findings for social policy and future research.}},
author = {{Stevens, Peter and Van Houtte, Mieke}},
issn = {{0162-3737}},
journal = {{EDUCATIONAL EVALUATION AND POLICY ANALYSIS}},
keywords = {{DISABILITIES,PERSPECTIVES,EXPECTATIONS,EDUCATIONAL TRIAGE,INCLUSION CLASSROOMS,SELF-FULFILLING PROPHECY,ethnography,England,Belgium,secondary schools,accountability,educational policy}},
language = {{eng}},
number = {{1}},
pages = {{59--75}},
title = {{Adapting to the system or the student? Exploring teacher adaptations to disadvantaged students in an English and Belgian secondary school}},
url = {{http://dx.doi.org/10.3102/0162373710377112}},
volume = {{33}},
year = {{2011}},
}
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