How do French junior secondary schools operate? Academic achievement, grading and streaming of students

Datos Bibliográficos

ID2237992
AutoresMarie Duru-Bellat (0000-0003-3927-4335), Marie Duru‐bellat (Institut de Recherche sur les Lois Fondamentales de l'Univers), Alain Mingat (Institut de Recherche sur les Lois Fondamentales de l'Univers)
Año1989
Volumen5
Número1
Páginas47-64
Fecha de publicación1989-05-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaEuropean Sociological Review (JOURNAL)
Identificadores de la revistaISSN: 0266-7215 • E-ISSN: 1468-2672
EditorialOxford University Press (OUP) (PUBLISHER)
DOI10.1093/oxfordjournals.esr.a036507
OpenAlexW2469177940
IdiomaEN
Citas recibidas15

This paper is concerned with the operation of Junior Secondary Schools in France. Students' school careers have been analysed in three sequential and cumulative components: student progress in learning in the junior secondary school, student grading by teachers, and student streaming, i.e., admission, or not, into a general form 3. For each of the three mechanisms described above, the authors examine whether they are influenced by the schooling context, which schooling context (school and/or classroom), and which characteristics of those contexts it is relevant to consider. Finally, they focus on the process by which the large social inequalities visible after the pupils have been streamed (at the end of form 2) have been generated

Mathematics education · Sociology · Education, sociology, and vocational training · Engineering · French Language Learning Methods · Higher Education Learning Practices · Psychology