Research Article
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Year 2018, Volume: 5 Issue: 1, 1 - 16, 01.06.2018
https://doi.org/10.17275/per.18.1.5.1

Abstract

References

  • Adodo, S., & Agbayewa, J.O. (2011). Effects of homogenous and heterogenous ability grouping class teaching on student’s interest, attitude and achievement in Integrated Science. International Journal of Psychology and Counselling 3 (3): 48-54.
  • Agbenyega, J. (2012). The power of labelling discourse in the construction of disability in Ghana. Retrieved 15 January 2013 from aare.edu.au/03pap/agbo 3245.pdf Arends, R. (2009). Learning to teach (8th ed.). New York: McGraw Hill.
  • Bandura, A. (1971). Social Learning Theory. New York: General Learning Press.
  • Bosire, J., Mondoh, H., & Barmao, A. (2008). Effect of streaming by gender on student achievement in mathematics in secondary schools in Kenya. South African Journal of Education 28: 595-607.
  • Bronfenbrenner, U. (1994). Ecological models of human development. International Encyclopedia of Education, 3.
  • Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.
  • Chisaka, B.C., & Vakalisa, N.G.G.. (2003). Some effects of ability grouping in Harare secondary schools: A case study. South African Journal of Education 23 (3): 176-180.
  • Creswell, J.W. (2007). Qualitative inquiry and research design. London: Sage.
  • Ferrare, J. (2013). The duality of courses and students: A field-theoretical analysis of secondary school course-taking. Sociology of Education 86 (2): 139-157.
  • Freire, P. (2005). Pedagogy of the oppressed (30th anniversary ed.). New York: Continuum.
  • Gibson, B., & Brown, A. (2009). Working with qualitative data. London: Sage.
  • Giddens, A. (2009). Sociology (4th ed.). Cambridge: Polity Press.
  • Hallam, S., & Parsons, S. (2013). Prevalence of streaming in UK primary schools: Evidence from the Millennium Cohort Study. British Educational Research Journal 39 (3): 514-544.
  • Haralambos, M., Holborn, M., Chapman, S., & Moore, S. (2013). Sociology: Themes and perspectives (8th ed.). London: Harper Collins.
  • Harrison, A. (2013). Summer-born hit by school streaming. Retrieved 8 March 2013 from http://www.bbc.co.uk/news/education-21699054
  • Hay, P.J., & Macdonald, D. (2010). Evidence for the social construction of ability in physical education. Sport, Education and Society 15 (1): 1-18.
  • Howitt, D. (2010). Introduction to qualitative methods in psychology. Harlow, England: Pearson Education Ltd.
  • Lu, L. (2012). The market phenomenon in Taiwanese junior high level education: Behind the battles between streaming and mixed-ability grouping. Comparative Education 48 (3): 367-383.
  • Mahmud, Z. (2009). A discriminant analysis of perceived attitudes towards statistics and profiles identification of statistics learners. Retrieved 5 October 2015 from http://www.Wseas.us/e
  • Matavire, M., Mukavhi, L., & Sana, A.F. (2012). Homogeneous grouping and mixed ability: A comparative approach on two rural secondary schools in Muzarabani District, Zimbabwe. International Journal of Humanities and Social Science 2 (4): 279-286.
  • Mufanechiya, T. and A. Mufanechiya. (2011). Motivating Zimbabwean secondary school students to learn: A challenge. Journal of African Studies and Development 3 (5): 96-104.
  • Oliver, P.( 2010). Understanding the research process. London: Sage.
  • Osterholm, K., Nash, W.R., & Kristons, W.A.(2007). Effects of labelling students learning disabled. Focus on Colleges, Universities and Schools 1 (1).
  • Patterson, C.J. (2008). Child development. Boston: McGraw-Hill.
  • Petty, G. (2009). Teaching today: A practical guide (4th ed.). Cheltenham, United Kingdom: Nelson Thornes.
  • Republic of Zimbabwe. (1996). Zimbabwe Education Act (Chapter 25:04, Revised Edition). Harare: Government Printer.
  • Reyes, X.A. (2010). Educational equity and access as universal human rights: Effects on teacher education in the United States of America. International Journal of Educational Sciences, 2 (1): 1-20.
  • Riddell, A.R., & Nyagura, L.M. (1991). What causes differences in achievement in Zimbabwe’s secondary schools? Retrieved 10 January 2013 from www.unesco.org/education/.../liste_complete.html-France
  • Ritchie, J. (2008). The applications of qualitative methods to social research. In J. Ritchie & J. Lewis (Eds.), Qualitative research practice: A guide for social science students and researchers. London: Sage.
  • Rwodzi, M. (2006). Similarities and differences in attitudes towards mathematics among Form 3 pupils in Gweru urban schools. Zimbabwe Journal of Education Research 18 (3): 420-439.
  • Sanders, D. (2013). A system divided: Gifted, talented and separated. The New York Times January 13.
  • Segedin, L. (2012). Listening to the student voice: Understanding the school-related factors that limit student success. McGill Journal of Education 47 (1): 93-107.
  • The free dictionary (2012). The free dictionary. Retrieved 15 December 2012 from http://www.thefreedictionary.com/
  • Unesco (2008) Policy briefs. Retrieved 15 January 2013 from www.ibe.org/en/themes/...education/policy-briefs.html
  • Woolfolk, A. (2014). Educational psychology (12th ed.). New York: Pearson.

The Process and Forms of Labelling Learners in Zimbabwean Schools: A Challenge

Year 2018, Volume: 5 Issue: 1, 1 - 16, 01.06.2018
https://doi.org/10.17275/per.18.1.5.1

Abstract

This article gives a bird’s eye view of a doctoral
thesis which investigated the labelling of non-disabled secondary school
learners, with particular reference to the social and psychological spheres,
and their influence on learning. It reports on the process and forms of
labelling as one part of the findings. The study had 54 participants: three
school headmasters, 9 form three teachers, 8 lower sixth form teachers, 18 form
three learners and 16 lower sixth form learners who were purposively sampled. A
qualitative research approach was adopted, in which phenomenological
interviewing was done with learners, their teachers and school headmasters;
focus group discussions were held with learners and document analysis was done
on teachers’ work schemes and records of work. It was found that the process of
labelling was predominantly shaped by agents from the home (parents, guardians)
and the school (learners’ class and subjects, as allocated by teachers and
school headmasters), rather than the learners themselves. Several forms of
labelling emerged as further challenges relating to school type, and the
screening and streaming of learners. The study presents recommendations for
addressing challenges emanating from such labelling, which includes crafting a
policy framework to that effect.

References

  • Adodo, S., & Agbayewa, J.O. (2011). Effects of homogenous and heterogenous ability grouping class teaching on student’s interest, attitude and achievement in Integrated Science. International Journal of Psychology and Counselling 3 (3): 48-54.
  • Agbenyega, J. (2012). The power of labelling discourse in the construction of disability in Ghana. Retrieved 15 January 2013 from aare.edu.au/03pap/agbo 3245.pdf Arends, R. (2009). Learning to teach (8th ed.). New York: McGraw Hill.
  • Bandura, A. (1971). Social Learning Theory. New York: General Learning Press.
  • Bosire, J., Mondoh, H., & Barmao, A. (2008). Effect of streaming by gender on student achievement in mathematics in secondary schools in Kenya. South African Journal of Education 28: 595-607.
  • Bronfenbrenner, U. (1994). Ecological models of human development. International Encyclopedia of Education, 3.
  • Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.
  • Chisaka, B.C., & Vakalisa, N.G.G.. (2003). Some effects of ability grouping in Harare secondary schools: A case study. South African Journal of Education 23 (3): 176-180.
  • Creswell, J.W. (2007). Qualitative inquiry and research design. London: Sage.
  • Ferrare, J. (2013). The duality of courses and students: A field-theoretical analysis of secondary school course-taking. Sociology of Education 86 (2): 139-157.
  • Freire, P. (2005). Pedagogy of the oppressed (30th anniversary ed.). New York: Continuum.
  • Gibson, B., & Brown, A. (2009). Working with qualitative data. London: Sage.
  • Giddens, A. (2009). Sociology (4th ed.). Cambridge: Polity Press.
  • Hallam, S., & Parsons, S. (2013). Prevalence of streaming in UK primary schools: Evidence from the Millennium Cohort Study. British Educational Research Journal 39 (3): 514-544.
  • Haralambos, M., Holborn, M., Chapman, S., & Moore, S. (2013). Sociology: Themes and perspectives (8th ed.). London: Harper Collins.
  • Harrison, A. (2013). Summer-born hit by school streaming. Retrieved 8 March 2013 from http://www.bbc.co.uk/news/education-21699054
  • Hay, P.J., & Macdonald, D. (2010). Evidence for the social construction of ability in physical education. Sport, Education and Society 15 (1): 1-18.
  • Howitt, D. (2010). Introduction to qualitative methods in psychology. Harlow, England: Pearson Education Ltd.
  • Lu, L. (2012). The market phenomenon in Taiwanese junior high level education: Behind the battles between streaming and mixed-ability grouping. Comparative Education 48 (3): 367-383.
  • Mahmud, Z. (2009). A discriminant analysis of perceived attitudes towards statistics and profiles identification of statistics learners. Retrieved 5 October 2015 from http://www.Wseas.us/e
  • Matavire, M., Mukavhi, L., & Sana, A.F. (2012). Homogeneous grouping and mixed ability: A comparative approach on two rural secondary schools in Muzarabani District, Zimbabwe. International Journal of Humanities and Social Science 2 (4): 279-286.
  • Mufanechiya, T. and A. Mufanechiya. (2011). Motivating Zimbabwean secondary school students to learn: A challenge. Journal of African Studies and Development 3 (5): 96-104.
  • Oliver, P.( 2010). Understanding the research process. London: Sage.
  • Osterholm, K., Nash, W.R., & Kristons, W.A.(2007). Effects of labelling students learning disabled. Focus on Colleges, Universities and Schools 1 (1).
  • Patterson, C.J. (2008). Child development. Boston: McGraw-Hill.
  • Petty, G. (2009). Teaching today: A practical guide (4th ed.). Cheltenham, United Kingdom: Nelson Thornes.
  • Republic of Zimbabwe. (1996). Zimbabwe Education Act (Chapter 25:04, Revised Edition). Harare: Government Printer.
  • Reyes, X.A. (2010). Educational equity and access as universal human rights: Effects on teacher education in the United States of America. International Journal of Educational Sciences, 2 (1): 1-20.
  • Riddell, A.R., & Nyagura, L.M. (1991). What causes differences in achievement in Zimbabwe’s secondary schools? Retrieved 10 January 2013 from www.unesco.org/education/.../liste_complete.html-France
  • Ritchie, J. (2008). The applications of qualitative methods to social research. In J. Ritchie & J. Lewis (Eds.), Qualitative research practice: A guide for social science students and researchers. London: Sage.
  • Rwodzi, M. (2006). Similarities and differences in attitudes towards mathematics among Form 3 pupils in Gweru urban schools. Zimbabwe Journal of Education Research 18 (3): 420-439.
  • Sanders, D. (2013). A system divided: Gifted, talented and separated. The New York Times January 13.
  • Segedin, L. (2012). Listening to the student voice: Understanding the school-related factors that limit student success. McGill Journal of Education 47 (1): 93-107.
  • The free dictionary (2012). The free dictionary. Retrieved 15 December 2012 from http://www.thefreedictionary.com/
  • Unesco (2008) Policy briefs. Retrieved 15 January 2013 from www.ibe.org/en/themes/...education/policy-briefs.html
  • Woolfolk, A. (2014). Educational psychology (12th ed.). New York: Pearson.
There are 35 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Articles
Authors

Manuel Rwodzi This is me

Norma Bel

Soezin Krog This is me

Publication Date June 1, 2018
Acceptance Date May 16, 2018
Published in Issue Year 2018 Volume: 5 Issue: 1

Cite

APA Rwodzi, M., Bel, N., & Krog, S. (2018). The Process and Forms of Labelling Learners in Zimbabwean Schools: A Challenge. Participatory Educational Research, 5(1), 1-16. https://doi.org/10.17275/per.18.1.5.1