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

Show simple item record Mills C. en Gale T. en 2012-11-01T16:31:42Z 2012-11-01T16:31:42Z 2011 en
dc.identifier.citation British Journal of Sociology of Education en
dc.identifier.citation 32 en
dc.identifier.citation 2 en
dc.identifier.issn 1425692 en
dc.identifier.other 10.1080/01425692.2011.547309 en
dc.description.abstract 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. © 2011 Taylor & Francis. en
dc.language.iso en en
dc.subject Bourdieu; Context; Disadvantage; Schooling; Socio-economic background; Student achievement en
dc.title Re-asserting the place of context in explaining student (under-)achievement en
dc.type Article en

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