https://www.um.edu.mt/library/oar/handle/123456789/32393 2026-04-05T04:22:33Z 2026-04-05T04:22:33Z Darmanin, Mary https://www.um.edu.mt/library/oar/handle/123456789/33185 2018-08-31T01:48:40Z 1991-01-01T00:00:00Z

Title: Schooling and class Authors: Darmanin, Mary Abstract: In this chapter we are going to examine the relationship between knowledge production to class interest. In moving from an interest in stratification and selection recent sociology of education has turned to the process of schooling as the site of much differentiation in education. As early as the 1950's Becker found that the actual conditions in which teachers work and their perceptions about their pupils shape their educational ideologies and subsequent teaching strategies. In later work Bernstein differentiated between the invisible pedagogy of progressive education which seemed to suit the middie-class child - who, it was held already had the cultural capitals by which to understand certain unstated teaching methods - and the visible pedagogy adopted by teachers of the working-class. These teachers felt that strong classroom control of both content (classification and frame) of the curriculum and the pedagogic mode, as well as a relationship based on the authority relationship in the classroom were essential for dealing with working-class pupils. More recently, Kapferer's ethnographic research in Australian schools has found the same pattern occurring with regard to curriculum content and to the types of courses actually on offer in State and private schools. Whilst pupils in private schools benefit from a broad curriculum and an invisible pedagogy to gain a 'schoolwide' mode of knowledge, working-class pupils in State schools remain restricted to the 'classroom' mode of their schools. Description: Includes bibliography

1991-01-01T00:00:00Z Mifsud, Joseph https://www.um.edu.mt/library/oar/handle/123456789/32481 2018-08-02T01:30:03Z 1991-01-01T00:00:00Z

Title: Assessment : from exam orientation to classroom performance Authors: Mifsud, Joseph Abstract: From the perspective of the child educator, measuring the classroom performance of 'normally· achieving' students is relatively straight forward. Such students are fairly consistent in their classroom performance. Thus any estimate of classroom achievement is a reasonable approximation of what has been learnt to date. Furthermore, when faced with some form of classroom assessment, usually a written examination or 'test', the majority of normally-achieving students do not get upset or refuse to co-operate. Because they do not tend to have a lengthy history of negative experience with assessment, they do not have the need to overcome any resentment for tests. In addition, normally-achieving students typically do not have difficulty in reading or listening to instructions.

1991-01-01T00:00:00Z Sultana, Ronald G. https://www.um.edu.mt/library/oar/handle/123456789/32480 2018-08-02T01:30:04Z 1991-01-01T00:00:00Z

Title: Social class and educational achievement in Malta Authors: Sultana, Ronald G. Abstract: The promise that education holds out for many parents is that through a sustained effort and investment in school work on the part of their children, these can hope for a better quality of life than they themselves had. One of the predominant concerns of educational theory and research in the last four decades has been that schooling, rather than bringing about social equality and equity, serves to reproduce privilege from one generation to the next. This problem was also brought up at a political level when in the 1950s and 1960s in such countries as the USA, the UK, Sweden and Australia the prevalent belief was that schools and education could bring about an open society where effort and ability rather than accidents of birth would determine one's occupational future. Citizens would therefore move upwards or downwards socially according to their success at school rather than because of inherited privilege. It was for this reason that in those countries by the 1960s - and in Malta in the 1970s - schools were restructured through the introduction of comprehensivization and the removal of streaming and tracking to enhance an 'open' school system.

1991-01-01T00:00:00Z Grixti, Joseph https://www.um.edu.mt/library/oar/handle/123456789/32479 2018-08-02T01:29:57Z 1991-01-01T00:00:00Z

Title: Values, uses and problems of assessment Authors: Grixti, Joseph Abstract: This paper is intended to raise questions and identify some of the problems posed by assessment within an educational setting. The principal aim is to offer a springboard for discussion, rather than to propose a specific plan of action.

1991-01-01T00:00:00Z