A Sorry Tail: Ability, Pedagogy and Educational Reform

British Journal of Educational Studies 46 (2):153 - 168 (1998)
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Abstract

This paper argues that if 'reforms' of education designed to raise standards leave unquestioned the notion of fixed differential ability, then they are likely to be self-defeating. It considers alternative ways of formulating knowledge about individual differences reflected both in the literature and in classroom practice, and concludes by making a case for further research to be undertaken to establish frameworks for teaching consistent with an anti-determinist view of individual potential

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