Investigating the cultural differences in teaching style between state and public schools within the Lothians: a qualitative enquiry
Citation
(2016) Investigating the cultural differences in teaching style between state and public schools within the Lothians: a qualitative enquiry, no. 48.
Abstract
Introduction: It has often been found that state and public schools produce
different educational outcomes for their students with a wide attainment gap between
upper and lower class pupils. There are many things surrounding this such as cultural
and historical background, class and gender issues. With further differing
perspectives such as the correlation model, Tubular flow model and the model of
internalised statistical structures producing different theories as to the cause.
Methodology: So the aim of the experiment is to assert whether or not there is
a difference in teaching styles between state and public schools, as well as
investigate possible issues which may account for differences in attainment. Going
by the perspective of internalised statistical structures the researcher has chosen a
constructivist ontology with a social interactionist epistemology. As well as a
phenomenological method of study leading to the use of observation and
phenomenological focus group. Ethical guidelines are here followed to the letter. Yet
there are still some short comings, namely the lack of representative sampling and
the fact that other factors that may affect educational outcomes are not taken in to
consideration.
Analysis: After analysing the results it was found that there was a cultural
difference brought on by a difference in approach which gives more freedom to it's
pupils within the public school when compared to state school, differences in time
available, class sizes as well as the cultural capital brought with them by the pupils.
The language used by public school teachers was also notably different as it was
much more nuanced than that of the state school teachers.
Conclusions: What has been found is that there may be a cultural difference
in teaching style brought on by historical differences which has created a difference
in approach that has been further shaped by the difference in cultural capital. As well
as a vast difference in funding between the two types of school, gender issues, as
well as classroom size and the pressures of the curriculum which may have an effect
on attainment.