Variations on a middle class theme: English primary schools in socially advantaged contexts

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dc.contributor.authorThrupp, Martin
dc.contributor.authorLupton, Ruth
dc.date.accessioned2011-07-27T22:26:01Z
dc.date.available2011-07-27T22:26:01Z
dc.date.issued2011
dc.description.abstractMultiple contexts interact to position any school on a spectrum from cumulatively advantaged to cumulatively disadvantaged. This article discusses a study of the contextual advantages and disadvantages experienced by primary schools in the south east of England, concentrating especially on schools in the least deprived 5% of schools nationally. The research highlights the central influence of advantaged socioeconomic contexts on day‐to‐day school processes and on the related perspectives and beliefs of head teachers as well as variations on this theme related to other external and internal contextual variables. It illustrates that England’s most socially advantaged primary schools are likely to have much in common including a high level of parent involvement, a strong focus on student learning and progress, considerable ability to raise funds, very good reputations and only a handful of students with serious learning or behavioural problems. They also have in common middle class forms of transience and profiles of special needs. The article concludes that while contextual variations amongst socially advantaged schools do exist and are talked up by head teachers, they usually have an impact that can be managed.en_NZ
dc.format.mimetypeapplication/pdf
dc.identifier.citationThrupp, M. & Lupton, R. (2011). Variations on a middle class theme: English primary schools in socially advantaged contexts. Journal of Education Policy, 26(2), 289-312.en_NZ
dc.identifier.doi10.1080/02680939.2010.508178en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/5525
dc.language.isoen
dc.publisherTaylor & Francis
dc.relation.isPartOfJournal of Education Policyen_NZ
dc.relation.urihttp://www.tandfonline.com/doi/abs/10.1080/02680939.2010.508178en_NZ
dc.rightsThis is an electronic version of an article published in the Journal of Education Policy. © 2011 Taylor & Francis.
dc.subjectresearchen_NZ
dc.subjectmiddle classen_NZ
dc.subjectprimary schoolsen_NZ
dc.subjectschool contexten_NZ
dc.subjectEnglanden_NZ
dc.titleVariations on a middle class theme: English primary schools in socially advantaged contextsen_NZ
dc.typeJournal Articleen_NZ
pubs.begin-page289en_NZ
pubs.elements-id35875
pubs.end-page312en_NZ
pubs.issue2en_NZ
pubs.volume26en_NZ
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