ⓘ Differential Education Achievement


ⓘ Differential Education Achievement

Differential Educational Achievement is a sociological term often given to a concept that disagrees with some of the functionalist views on education.

Many functionalists believe that an individuals academic success depends completely upon that persons IQ intelligence quotient and the effort they apply to their studies. They also believe that society works in a meritocratic system: that people work for what they achieve, and achieve what they deserve, according to their own merit and effort, i.e., they work hard to get the best jobs in later life.

Some other sociologists do not concur with this idea. They think that other factors have a more prominent impact on ones education. These factors may include social class background, gender and ethnicity.

Marxists believe that this is due to social class, and that in education only the ruling class values are transmitted. This means that working-class people find it difficult to connect with the education system. In this respect, according to this theory, many people from less affluent backgrounds are academically disadvantaged from the very start.

  • Where power differentials exist, there can be no mutual consent. - Dzeich et al., 1990 In an interview with the Chronicle of Higher Education a dean at
  • the RSHS Achievement Test is administered by the Curriculum Development Division of Bureau of Secondary Education and Department of Education The test
  • inputs to education including family, neighborhood, and peer factors and outcomes of education typically measured by student achievement continuation
  • education wherein Oosterbeek has performed important research include the impacts of extra funding for IT on disadvantaged pupils school achievement
  • lasting achievements are the great theories he brought into existence. However, these theories transformation groups, integration of differential equations
  • the Division of Surigao City with high MPS during the annual National Achievement Tests NAT and has been consistent in making its name in Division
  • co - author of Applied Optimal Control, and an influential researcher in differential games, pattern recognition, and discrete event dynamic systems. Yu - Chi
  • organization and other institutions of higher education to raise student achievement levels generally and to close achievement gaps between groups of students throughout
  • cultural milieu socializer s beliefs and behaviors differential aptitudes of the individual previous achievement - related experiences individual perceptions of
  • compare the academic achievements of different institutions. College and university rankings order institutions in higher education by combinations of factors

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