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Social Sanctions in the Comprehensive High School and Language Acquisition
Author(s) -
Mercer Ken
Publication year - 1975
Publication title -
australian journal of social issues
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.417
H-Index - 30
eISSN - 1839-4655
pISSN - 0157-6321
DOI - 10.1002/j.1839-4655.1975.tb00540.x
Subject(s) - sanctions , dysfunctional family , psychology , pupil , norm (philosophy) , project commissioning , institution , homogeneous , mathematics education , publishing , social psychology , pedagogy , political science , sociology , social science , law , clinical psychology , physics , neuroscience , thermodynamics
The organization of pupils in a boys' comprehensive high school into homogeneous teaching units in order to eliminate the psychological, social and academic effects of streaming by ability may be dysfunctional if the objectives of the institution include the attainment of higher verbal standards. A practising teacher identifies the establishment by pupils of a ‘verbal norm’, and describes the system of social sanctions imposed by the verbally less proficient against the above‐average pupil.