Nurturing learning or encouraging dependency? Teacher constructions of students in lower attainment groups in English secondary schools

Anna Mazenod,Becky Francis,Louise Archer,Jeremy Hodgen,Becky Taylor,Antonina Tereshchenko,David Pepper

doi:10.1080/0305764x.2018.1441372

Abstract

‘Ability’ or attainment grouping can introduce an additional label that influences teachers’ expectations of students in specific attainment groups. This paper is based on a survey of 597 teachers across 82 schools and 34 teacher interviews in 10 schools undertaken as part of a large-scale mixed-methods study in England. The paper focuses on English and mathematics teachers’ expectations of secondary school students in lower attainment groups, and explores how low-attaining students are constructed as learners who benefit from specific approaches to learning justified through discourses of nurturing and protection. The authors argue that the adoption of different pedagogical approaches for groups of low-attaining learners to nurture them may in some cases be fostering dependency on teachers and cap opportunities for more independent learning. Furthermore, more inclusive whole-school learning-culture approaches may better allow for students across the attainment range to become independent learners.

Highlights

Teachers and teaching practices play a pivotal role in students’ experiences and outcomes at school
English and mathematics were chosen as subjects that have historically been prioritised in the national curriculum, and given the diversity in content and pedagogy
This paper has explored teaching and learning in lower attainment groups based on teacher questionnaire and interview data collected as part of a large-scale study of student grouping in English secondary schools

Summary

Introduction

This paper examines English and mathematics teachers’ expectations of secondary school students in lower attainment groups It explores how low-attaining students are constructed as learners who benefit from specific approaches to learning justified through discourses of nurturing and protection. A recent Education Endowment Fund report, identifies that in many schools teaching assistants are being asked to support students in ways that increase their dependency on the support rather than enhance independence in their learning (Sharples, Webster, & Blatchford, 2015) This is of particular importance for students in the lower attainment groups as they are more likely to have statutory education and health-care plans or special educational or behavioural needs and be supported by teaching assistants (Webster et al, 2011). We will outline our current research project and the data that informs our discussion on teaching, learning and independent learning in lower attainment groups

Research methodology

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Discussion